Feedback on teachers' journal entries: a blessing or a curse?

Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers

“…Furthermore, it should be noted that different mentors may judge observed teaching in different and sometimes conflicting ways (Hudson, 2014(Hudson, , 2016. In addition, critical feedback may engender negative emotional reactions (Kopec, Wimsatt, de la Cruz, Kopec, & Wimsatt, 2015;Otienoh, 2010), threaten the student teachers' self-image (Johnston, 2010;Vasquez, 2004;Wajnryb, 1998) and contribute to tensions or conflicts in the teacher student-mentor relationship (Brandt, 2008;Copland, 2010). Studies have also discovered that a significant number of student teachers may experience callous feedback delivery and even feel bullied by their mentor (Maguire, 2001;Sewell, Cain, Woodgate-Jones, & Srokosz, 2009).…”

Capturing changes in Sudanese teachers' teaching using reflective photography

“…In addition there were only very rare examples of teachers using a cognitive lens to analyse the teaching and learning process, most were descriptive relying on lay theories (Marcos et al, 2008). This is a finding common with teacher journals (Otienoh, 2010) and is not surprising these teachers have received only a little or no training in developing skills of reflection through their BEd.…”

Pre-service Teachers’ Views of Inquiry Teaching and Their Responses to Teacher Educators’ Feedback on Teaching Practice

“…There are also concerns such as emotions and feelings (e.g., discouragement, de-motivation and incompetence), lack of clarity, the tensions of power relationships between student and instructor, and differences in the expectation of the purpose of feedback. (Bailey & Garner, 2010;Otienoh, 2010). Feedback in higher education is especially dependent on language, mostly in a written format, and thus the meaning or intention of feedback is often too vague and abstract for students to fully understand and adapt (Bailey & Garner, 2010).…”