The Influence of Mentors on the Reflective Practice of Preservice Teachers in Primary Education

• In Event: Moscone Center North Roundtable Session 5
  In Roundtable Session: Investing in Our Future: Mentoring for Teacher Preparation

Abstract

This study is situated in a primary teacher education program in Canada. The 15 participants included pre-service teachers (PSTs) during school internships III and IV with their university mentors. The study examines the use of video playback between the PSTs and their mentors to analyze the PST’s level of reflection. The PSTs made a video recording of their teaching in the classroom and discussed their classroom management using playback of their videotaped lesson during an interview with their mentor. The interviews were transcribed and analyzed. A qualitative methodology analyzes the mentoring conversations in relation to the core reflection model. Our results indicate that video playback facilitates PST learning. The role of the mentor in promoting deeper thinking merits further examination.

Authors

• Josée-Anne Gouin, Université Laval

• Christine Hamel, Université Laval