NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1029205
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0261-9768
Feedback Consistencies and Inconsistencies: Eight Mentors' Observations on One Preservice Teacher's Lesson
Hudson, Peter
European Journal of Teacher Education, v37 n1 p63-73 2014
Mentors play a key role in developing preservice teachers for their chosen careers, and providing feedback appears as a significant relational interaction between the mentor and mentee that assists in guiding the mentee's practices. But what are mentors' perspectives on providing feedback to their mentees? In this case study, eight mentors viewed a professional video-recorded science lesson facilitated by a final-year preservice teacher during practicum for the purposes of providing oral feedback in a simulated mentor-mentee discussion. Findings showed that mentors' feedback was variable in both their positive feedback and constructive criticisms and, in one case, the feedback was contrasting in nature. Implications are discussed, including preservice teachers receiving feedback from more than one mentor and universities researching the design of valid and reliable tools to guide mentors' oral feedback
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A