Enhancing Student Teacher Motivation through Mentor Feedback on Practicum Reports: A Case Study

Autor/inn/en	Lin, Zhong; Wu, Bin; Wang, Feng; Yang, Dangling
Titel	Enhancing Student Teacher Motivation through Mentor Feedback on Practicum Reports: A Case Study
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 5, S.605-607 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2019.1675355
Schlagwörter	Mentors; Feedback (Response); English Teachers; English (Second Language); Positive Reinforcement; Professional Identity; Student Development; Ethics; Student Teachers; Teacher Education; Poverty Areas; Foreign Countries; Student Teacher Supervisors; Practicum Supervision; Student Motivation; Reflective Teaching; China + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Ethik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Ausland; Schulische Motivation
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01