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ERIC Number: EJ1234530
Record Type: Journal
Publication Date: 2019
Pages: 3
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: N/A
Enhancing Student Teacher Motivation through Mentor Feedback on Practicum Reports: A Case Study
Lin, Zhong; Wu, Bin; Wang, Feng; Yang, Dangling
Journal of Education for Teaching: International Research and Pedagogy, v45 n5 p605-607 2019
Drawing on data from semi-structured interviews, this case study enquires into the methods employed by a Chinese teacher mentor of English as a Foreign Language to give feedback on practicum reports to poorly motivated student teachers. Data analysis showed that the mentor provided written comments mainly on empowered motivation with a focus on the reflection section. The findings also revealed that the mentor patterned her feedback with 'praise-suggestion' to shape student teachers' identity emotionally and ethically.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A