Identifying mentors’ observations for providing feedback

Hudson, Peter (2015) Identifying mentors’ observations for providing feedback. Teachers and Teaching: Theory and Practice.

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Abstract

Mentors’ feedback can assist preservice teachers’ development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the lesson for a second time and focused their feedback on the preservice teacher’s questioning only. Findings showed that the mentors’ written feedback varied considerably when open-ended observations occurred. However, there were fewer items when they focused on one teaching practice (i.e., questioning), which also provided a deeper analysis of this specific practice. Research is required around the dimensions of observations (i.e., visual, auditory, and conceptual), observations of specific practices, and methodological approaches for observing and collecting data about a preservice teacher’s practice.

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ID Code: 86552
Item Type: Journal Article
Refereed: Yes
DOI: 10.1080/13540602.2015.1055446
ISSN: Routledge
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 13 Aug 2015 03:29
Last Modified: 29 Nov 2016 02:08

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