What Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers

Agudo, Juan de Dios Martínez; Dios, Juán de

doi:10.14221/ajte.2016v41n5.3

Cited by 28 publications

(15 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the same direction, mentors' feedback plays an active role in enhancing teachers' professional development. In the practicum experience and teacher education programs, it is very critical to provide student teachers with constructive feedback in order to enhance their teaching skills and professional development (Hudson, 2013a;Martinez, 2016;Smith & Ingersoll, 2004;Wright, 2010;Ximena & Mé ndez, 2008). According to Lawson, Çakmak, Gündüz, & Busher, (2015), university mentors can provide support by observing the classroom teaching and giving critical feedback for teachers' development.…”

Section: Overview Of Mentoring Teacher Education and Professional Dementioning

confidence: 99%

“…Having reviewed the related literature on mentoring EFL teachers, some studies have found that mentoring relationships can have a positive impact on mentees' teaching experiences (G'omez & Casillas, 2014;Izadinia, 2015;Martinez, 2016;Tsui & Law, 2007). G'omez and Casillas (2014) attempted to find out what characteristics they considered important in a mentoring relationship.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Mentoring Experience at University Level: EFL Mentees' Perceptions and Suggestions

Tawalbeh¹

2020

IJHE

View full text Add to dashboard Cite

The research paper aims to investigate EFL mentees' perceptions of mentoring experience in one of the Higher Education institutes in the Kingdom of Saudi Arabia in the Academic years 2019 and 2020. The mentoring experience includes four domains: the mentorship program, mentors' roles and responsibilities, benefits of mentoring, and barriers to mentoring. The researcher attempted to answer two questions. The first explores the mentees' perceptions of the mentoring experience, and the second question attempts to find out the mentees' suggestions to make the mentoring experience more effective. A questionnaire of 4- Likert scale was used to collect data from thirty-three newly recruited instructors to answer the first question. The mentees were also asked to add their suggestions for the betterment of mentoring experiences as an answer to the second question. Descriptive statistics in the form of means, standard deviation, and percentages were used to analyze the collected data. The findings revealed that the mentees were satisfied with the mentoring experience. They have a positive attitude towards the mentorship program and the mentor's roles and responsibilities. However, a few mentees have certain concerns regarding some factors related to their mentoring experience. These were highlighted and discussed under each domain. In addition, the mentees had a number of suggestions that would contribute to having a more effective mentoring experience. Based on the findings, the researcher presented a number of conclusions and recommendations.

show abstract

Section: Overview Of Mentoring Teacher Education and Professional Dementioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Mentoring Experience at University Level: EFL Mentees' Perceptions and Suggestions

Tawalbeh¹

2020

IJHE

View full text Add to dashboard Cite

show abstract

“…It should be noted that written feedback is considered more lasting as the "student teachers can reflect in the future, further enhancing their subsequent lesson preparation without having to recall new applications from memory alone" (Bird, 2012, p.61). is explains why student teachers value and expect constructive feedback from their school mentors in terms of detailed input and emotional support to understand what/how they can improve to become effective teachers (Martínez, 2016). As evidenced in this study, the above-mentioned aspects regarding effective feedback were in fact reflected in two mentee experiences in that they seemed to be quite positive.…”

Section: Discussionmentioning

confidence: 60%

“…e appropriateness and objectivity of the selected words are key elements since they help strengthen mentee confidence and remedy areas that need improvement (Le & Vásquez, 2011). is is why detailed constructive feedback and emotional support by school mentors is crucial for student teachers to understand how they can improve and become more effective teachers (Martínez, 2016).…”

Section: Hudson's Five-factor Model On Mentoringmentioning

confidence: 99%

Novice EFL Teacher Perceptions on their Past Mentoring Experience

Carrosa

Rosas-Maldonado

Martin³

2019

Rev. Educación

View full text Add to dashboard Cite

This qualitative case study examines the perceptions of three novice EFL teachers regarding their past mentoring experiences in school settings. Semi-structured interviews were conducted to elicit their overall views as well as obtain insight to specific aspects of this process according to the Five Factor Model on Mentoring (Hudson, 2007). Findings indicate that the personal attributes of mentors were perceived as being most relevant. However, based on the perception of the teachers, aspects such as school requirements and feedback are not widely considered by their mentors despite the fact that these elements impact the mentoring process. It is expected that by analyzing teacher perceptions, more knowledge will be gained about future EFL student teacher preparation so that programs will be able to better address the specific needs of mentees during their practicum period.

show abstract

“…Bu bağlamda öğretmen adaylarının öğretim deneyimleri sırasında gösterdikleri performanslarını kişisel faktör olan öz yeterlik inancının yanı sıra çevreden gelen uyarıcılar da belirlemektedir. İlgili araştırmalar incelendiğinde öğretmen adaylarının performanslarıyla ilgili yapılan değerlendirmelerde oldukça önemli bir bilgi aracı olarak "geribildirim" karşımıza çıkmaktadır (Akkuzu, 2014;Akkuzu & Uyulgan, 2014;Danielson, 2007;Ekşi, 2012;Hattie & Timperley, 2007;Martínez Agudo, 2016). Bandura (1986), öğretmen adaylarının öz yeterlik inancını etkileyen dört faktörden bahsetmektedir.…”

Section: öğRetim Deneyimleri Ile öZ Yeterlik İnancı İlişkisiunclassified

Öz Yeterli̇k Ve Geri̇bi̇ldi̇ri̇m Arasindaki̇ İli̇şki̇: Fen Alanlari Öğretmen Adaylari Üzeri̇ne Bi̇r Araştirma

Güven

Uyulgan

2020

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Bu çalışma öğretmen adaylarının öz yeterlik inançları ile geribildirim arasındaki ilişkiyi tespit etmeyi ve oluşabilecek davranış değişikliğini anlayabilmede öz yeterlik inançlarının geribildirim türü, sıklığı, ders deneyim saati gibi çeşitli değişkenlerle olan ilişkilerini belirlemeyi amaçlamaktadır. Araştırmanın örneklemini, bir devlet üniversitesinin 2014-2015 ve 2015-2016 öğretim yılları Bahar dönemlerinde Matematik ve Fen Bilimleri Eğitimi Bölümü’nde Fizik, Kimya ve Biyoloji Eğitimi Anabilim Dalları'nda öğrenim gören son sınıf öğretmen adayları (N=102) oluşturmaktadır. Araştırmada kullanılan veri toplama araçları kişisel bilgi formu, Fen Alanları (Fizik, Kimya, Biyoloji) Öğretimi Öz yeterlik İnanç Ölçeği ve Geribildirim Ölçeği’dir. Verilerin analizinde ortalama, standart sapma, ANOVA, korelasyon analizleri kullanılmıştır. Araştırma sonuçları; öğretmen adaylarının fen alanları öğretimi öz yeterlikleri bakımından yüksek düzeyde öz yeterlik inancına sahip olduklarını ortaya koymaktadır. Geribildirim ölçeğinde ise mesleki gelişim boyutunda yüksek puanların ortaya çıkması geribildirimin öğretmen adaylarının mesleki yeterliliklerini ve performanslarını değerlendirmede önem taşıdığını göstermektedir. Ayrıca, öğretmen adaylarının öz yeterlik puanları geribildirim türü, sıklığı ve ders deneyim saatlerindeki değişimlerde anlamlı fark göstermektedir.

show abstract

What Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers

Cited by 28 publications

References 39 publications

Mentoring Experience at University Level: EFL Mentees' Perceptions and Suggestions

Mentoring Experience at University Level: EFL Mentees' Perceptions and Suggestions

Novice EFL Teacher Perceptions on their Past Mentoring Experience

Öz Yeterli̇k Ve Geri̇bi̇ldi̇ri̇m Arasindaki̇ İli̇şki̇: Fen Alanlari Öğretmen Adaylari Üzeri̇ne Bi̇r Araştirma

Contact Info

Product

Resources

About