This research presents early findings from an ongoing educational design research (EDR) study that aims to build the capacity of Cooperating Teachers (CTs) to mentor student teachers (STs) during school placement. The intervention is grounded in a broader effort to strengthen pedagogical partnerships between the initial teacher education ITE provider and placement schools, thereby bridging the gap between theory and practice in teacher education.

Despite widespread acknowledgement of the influence of the CT on the development of the student teacher, the role has been found to be inconsistently implemented, insufficiently supported, and not fully leveraged. The professional learning intervention under examination consists of an online mentoring module tailored specifically for the Irish context. Informed by a social constructivist approach and underpinned by interpretivist epistemology, the module seeks not only to enhance the mentoring skills of CTs but also to position them as key partners in ITE. The intervention is being implemented within the Professional Master of Education (PME) programme at University College Dublin (UCD), with data gathered through surveys and semi-structured interviews involving CTs, school leaders, university-based educators (UBEs), and newly qualified teachers (NQTs).

Early findings from a pilot survey (n=63) reveal a high level of willingness among CTs to engage in professional learning focused on mentoring, despite a lack of formal recognition and systemic support. While most respondents expressed strong agreement that they have much to offer STs, many reported little or no communication with university based educators regarding the ST's progress. This highlights a missed opportunity to align school-based experiences with university expectations and suggests that CTs operate largely in isolation within the placement process.

The data also reveal complex dynamics in mentoring relationships. While CTs identified strengths such as emotional support, contextual orientation, and modeling of professional practice, they also cited significant challenges. These included time constraints, lack of standardised guidance, differing expectations across ITE providers, and difficulty in balancing constructive feedback with relational trust. Importantly, CTs expressed a desire for clearer role definitions and greater recognition of their contributions to ITE.

This study argues that empowering CTs through targeted professional learning can play a transformative role in reshaping school-university partnerships. By positioning mentor teachers as co-educators, the intervention seeks to democratise the mentoring relationship and foster mutual accountability between ITE providers and placement schools.

The findings have implications for teacher education policy and practice in Ireland and beyond. They suggest that a structured, context-sensitive approach to mentor professional development can foster cultural and relational shifts necessary for more integrated and equitable ITE ecosystems. Ultimately, the study calls for a reconceptualisation of the CT role as a professional learning leader who bridges institutional boundaries, supports teacher learning, and contributes meaningfully to the coherence and quality of ITE.

Keywords: Initial Teacher Education (ITE), Cooperating Teacher (CT), Mentor Teacher, Professional Learning, Educational Design Research (EDR), School–University Partnership, Teacher Professional Development, Social Constructivism.