First-Year Elementary Teachers and Mentor Feedback About Literacy Instruction: Exploring Perceptions, Reactions, and Impact

Abstract

Collective case study examines six first-year elementary teachers' (FYETs) perceptions of mentor feedback on literacy instruction. Findings indicate FYETs viewed their mentors as credible and knowledgeable, with feedback primarily focusing on engagement, management, and fluency strategies. While FYETs adopted many suggested strategies, some struggled to implement those that did not align with their teaching style. The study highlights the need for feedback across all literacy areas and explicit connections between mentor feedback and evidence-based literacy practices.

Authors

• Whitney Bowman, Utah State University

• Cindy Jones, Utah State University

• Jake Downs, Utah State University