The Role of Feedback in Teacher Mentoring: How Coaches, Peers, and Students Affect Teacher Change

Autor/inn/en	Keiler, Leslie S.; Diotti, Raffaella; Hudon, Kara; Ransom, Julia C.
Titel	The Role of Feedback in Teacher Mentoring: How Coaches, Peers, and Students Affect Teacher Change
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 28 (2020) 2, S.126-155 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keiler, Leslie S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2020.1749345
Schlagwörter	Role; Feedback (Response); Mentors; Instructional Improvement; Student Centered Learning; STEM Education; Summer Schools; High School Students; Public Schools; Teaching Experience; Teaching Methods; Experienced Teachers; Faculty Development; Coaching (Performance); Educational Change; Peer Relationship; Teacher Student Relationship; Teacher Behavior; Teacher Collaboration; Beginning Teachers; Teacher Attitudes; Positive Attitudes + Suchen Sie Ihr Suchwort? Rollen; Unterrichtsqualität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; STEM; Summer school; Sommerkurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Lehrerkooperation; Junior teacher; Junglehrer
Abstract	Our study contributes to understanding teacher mentoring by exploring impacts of feedback from multiple mentoring sources as teachers with varying levels of experience learned to implement student-centered instruction. Mentees in our study learned to implement a student-centered model, supported by mentoring from students and teachers experienced in the model. We employed qualitative methods to collect and analyze data from two summer schools, with 22 STEM teachers and 47 student-instructors from 15 non-selective, public high schools. Findings include: (a) teachers had positive attitudes towards feedback, (b) feedback from multiple sources changed practice, (c) effective feedback required structure, (d) experienced teachers benefited most from feedback, and (e) student feedback was most valuable. These findings provide strategies to shape future mentoring, informing teachers, administrators, professional development coaches, and teacher educators about critical factors in the use of feedback to improve teaching through mentoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01