Book chapter
Refining Mentor Teachers’ Feedback Towards Improving Preservice Teachers’ Practice
Re-imagining Teaching Improvement: From Early Childhood to University, pp.207-222
Springer Nature Singapore, First edition
01/2024
Appears in Recent Faculty of Education Publications
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Abstract
In Australia, there is emphasis on the importance of the role of the mentor teacher who supports preservice teachers (mentee) during professional experience. Providing feedback to preservice teachers following lesson observation is identified as a key practice in the mentoring process. Such feedback can aid the development of autonomous reflection on practice. This research describes how mentor teachers use questioning as a strategy to support the feedback process. By combining frameworks such as Bloom’s taxonomy and Systematic questioning, questions asked can be structured to promote various levels of mentee thinking. With these frameworks in mind, example questions were formulated that included reflective, exploratory, and future direction questions (REF questions). The findings suggest that mentor teachers may benefit from questioning scaffolds to support the feedback process and promote two-way professional conversations about teaching practice. The results of this study may inform the work of universities and Departments of Education in creating, developing, and refining their mentor training programs towards teacher improvement. This chapter commences by introducing the current context of mentoring and establishes the importance of providing effective feedback to preservice teachers during their professional experience.
Details
- Title
- Refining Mentor Teachers’ Feedback Towards Improving Preservice Teachers’ Practice
- Creators
- Suzanne Hudson - Southern Cross UniversityPeter HudsonSarah JamesElyssa Hudson
- Contributors
- David Lynch (Editor) - Southern Cross UniversityTony Yeigh (Editor) - Southern Cross UniversityWendy Boyd (Editor) - Southern Cross University
- Publication Details
- Re-imagining Teaching Improvement: From Early Childhood to University, pp.207-222
- Publisher
- Springer Nature Singapore; Singapore
- Edition
- First edition
- Identifiers
- 991013158711802368
- Copyright
- © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter