Existing research on school practicum focuses mainly on the group of student teachers. Findings on the mentor teachers and even more on the interaction of both groups are missing. In the present study, student teachers and mentor teachers discuss the conditions for a successful relationship and collaboration. These conditions provide information about the conceptions of relationship and the role structures both sides perceive as beneficial for their interaction. The sample consists of 57 student teachers and 99 mentor teachers from primary and lower secondary schools. The participants were part of a one-school-year teacher practicum. The 21 group discussions were analyzed using content analysis. A central result across all categories is that conditions of success reflect the dissolution of traditional master-apprenticeship models from both the perspective of student teachers and mentor teachers. Instead, they are orientated towards a symmetrical relationship as well as reciprocal action and shared responsibility. Hierarchies appear to be outdated where teacher students are allowed and expected to give critical feedback to their mentor teachers, where mentor teachers are willing to discuss with and learn from student teachers. However, collegial collaboration on an equal basis is linked to mentors’ expectations of mentees’ behavior. Finally, desiderata for the practical implementation and scientific evaluation are discussed.

Keywords
feedback, condition of success, mentor-mentee relationship, teacher practicum, collaboration