This article examines how the democratic practices of a teamed model of student teaching affect the student teachers’ susceptibility to be “summoned” by cultural myths of teaching as described by Britzman. Development and implementation of the teamed model was the basis for a case study of the mediation of power within the context of a student teaching experience. The teamed model was designed to develop dialogic practices that breach the dualism of theory and practice. The study was grounded in critical theory. Action research provided the framework for the participants’ systematic inquiry and reflection of pedagogy and served as a catalyst for implementing democratic practices within the teamed model. Findings reveal the possibilities for democratic practices to reposition mythical images of teaching from individual enterprise to a socially negotiated experience.
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