ABSTRACT
Individuals learn to teach in multiple contexts: in teacher education courses, internship or practicum placements, and the schools, departments, and classrooms in which they find professional employment. In those contexts, mentors model or promote various teaching practices, communicate particular views of students, and portray the identity of teacher as encompassing a range of roles and responsibilities. Teachers must coordinate and reconcile these sometimes conflicting, sometimes complementary views of teaching practice in order to decide what to learn, how well, and for what purpose (Nolen et al., 2009; Smagorinsky, Jakubiak, & Moore, 2008).
