Mrs Mop Does Magic

In this article we explore the relationship between study support teachers and those teaching on courses. Our focus is on the UK but we believe our findings to have wider relevance. Writing practitioners are part of the academy, not separate from it, and we need to understand and theorize the relationships between our own community and our course teacher colleagues. We regard the perceptions we have of each other as important because student learning is helped by a productive, co-operative and collaborative relationship between study support teachers and course teachers. The latter communicate with students both explicitly and implicitly their views on study support. Relationships between these groups of teachers are likely to be improved by an understanding of the views and prejudices we have of each other and their origins (Blythman and Orr 2003).