How Do Student Teachers Perceive Their Mentor Teachers’ Interventions During Teaching?

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Abstract

The study investigated student teachers’ perspectives on their mentor teachers’ interventions during their own lessons as part of their teaching placement. For this purpose, 184 student teachers were surveyed on their beliefs about interventions prior to their teaching placement, and in-depth interviews were conducted with 21 student teachers after their teaching placement. Statistical analysis included quantitative and content analyses. Results show that student teachers tend to disagree with interventions at lesson disruptions and that the use of interventions as learning opportunities is related to student teachers’ learning goal orientation, subtle forms of intervention, and the mentor-mentee-relationship.

Authors

• Nicole Bosse, Friedrich-Schiller-Universität Jena

• Alexander Groeschner, Friedrich-Schiller-Universität Jena