Feedback Consistencies and Inconsistencies: Eight Mentors’ Observations on One Preservice Teacher’s Lesson

Source: European Journal of Teacher Education, Volume 37, Issue 1, 2014, pages 63-73

The purpose of this case study was to examine the providing oral feedback in a simulated mentor–mentee discussion.
The participants were eight mentors, who viewed a professional video-recorded science lesson facilitated by a final-year preservice teacher during practicum.

Findings showed that mentors’ feedback was variable in both their positive feedback and constructive criticisms and, in one case, the feedback was contrasting in nature.
Implications include preservice teachers receiving feedback from more than one mentor and universities researching the design of valid and reliable tools to guide mentors’ oral feedback.