Examining University Supervisor and Mentor Teachers' Feedback to Second Language Student Teachers

• In Event: 67.031 - Interrogating Preservice Teachers' Performance Through Feedback and Reflective Practice

Abstract

One common practice used to communicate information to student teachers about the quality of their teaching performance is through positive feedback. The purpose of this case study was to examine written feedback provided to foreign language student teachers by their university supervisor and mentor teachers during their clinical experience. Analysis of written feedback generated three themes: (a) Pedagogical Disposition; (b) Pedagogical Approach; and (c) Pedagogical Management. While this research illuminates the nature and frequency of written feedback, student teachers’ perceptions about the feedback have the potential to identify program areas that may need improvement, such as providing training to university supervisors and mentor teachers about quality feedback and how to communicate that feedback more effectively.

Author

• Rubén Garza, Texas State University