How Feedback from Mentor Teachers Sustained Student Teachers through Their First Year of Teaching

Autor/in	Wexler, Lindsay Joseph
Titel	How Feedback from Mentor Teachers Sustained Student Teachers through Their First Year of Teaching
Quelle	In: Action in Teacher Education, 42 (2020) 2, S.167-185 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wexler, Lindsay Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1675199
Schlagwörter	Mentors; Cooperating Teachers; Feedback (Response); Beginning Teachers; Beginning Teacher Induction; Teacher Attitudes; Student Teaching; Student Teachers; Teacher Education; Elementary School Teachers; Rural Schools; Instructional Improvement + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Lehrerverhalten; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Elementary school; Grundschule; Volksschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Unterrichtsqualität
Abstract	This study examines how three novice teachers experienced feedback in their learning-to-teach journeys, from their yearlong student teaching experience through their first-year teaching. As student teachers, the participants received frequent, focused feedback. During their first-year teaching, they continued to desire feedback, yet had different experiences receiving it. As first-year teachers, each participant referred to feedback from their student teaching mentors, continuing to draw on this support. Findings from this study suggest (1) student teaching mentors play an important role as novices learn to teach, helping novices both be open to critical feedback and be able to utilize it to improve their instruction. Additionally, (2) though induction experiences varied, each participant valued the social aspect of learning; they wanted to talk about and through their teaching with another teacher and advocated for their own growth by seeking feedback from others. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01