“Just Keep Building Your Knowledge Base”: Mentor Teachers’ Evaluations of Secondary Pre-Service Teachers

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Abstract

This study examines the final evaluation from 19 pre-service social study teachers during their clinical experience from their assigned mentor teachers. Utilizing the Framework for Teaching, the study analyzed the comments to determine the type of feedback students received. The findings reveal a significant amount of feedback was related to principled teaching and less was noted for the learning environment and planning and preparation. Notably, there was a significant decline in the comments related to learning experiences. The implications of this study suggest the need to reimagine teacher preparation programs in which pre-service teachers are paired with mentor teachers who are better prepared and equipped to support their professional growth through meaningful feedback.

Authors

• Edgar Díaz, Utah State University

• Anda Grace Pearson, Utah State University