A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland

Recent policy in Ireland enhanced the position of school placement  in Initial Teacher Education programmes. This paper considers how  care ethics has a vital role in sustaining the goodwill of the coop-eration and guidance from professionals who mediate the school  placement setting, noting values of reciprocal caring in placement  mentor-mentee roles similar to studies from the international community. Using a qualitative approach, 38 Irish primary and post-primary cooperating teachers were interviewed during this cross-sectional study in order to ascertain insight into the lived experience of classroom teachers during school placement. Participants  acknowledged the cooperating teacher role as professionally  demanding, a rewarding experience, but also crucially linked to  a duty and care premise. Participants show an emplacement of  being within a moral dilemma symptomising a moral madness.  Recommendations include enhanced collaborative policy development, an understanding of care in such policy, and a national  approach to continuous professional development of cooperating  teachers