Pupil feedback in mentoring

How can a tool contribute to support and challenge preservice teachers and theoretically ground reflection?

Abstract

Mentors in schools strive to develop relevant competence among future teachers. This contribution’s starting point is research indicating that it is essential, but difficult, for mentors to contribute to theoretical grounding and reflection as pillars of mentoring. In this study, preservice teachers and their mentors have used a research - based tool for obtaining pupil feedback on the preservice teacher's teaching. The pupil response is used as the premise for mentoring conversations. Data were obtained firstly by observing mentoring where pupil feedback is used, secondly by interviewing preservice teachers about experiences of receiving and using this feedback during their practicum. The analyses are theoretically grounded in different approaches to mentoring. Findings indicate that the use of such tool in mentoring can contribute to theoretically grounded reflection related to competences teachers need to master, while simultaneously challenging and supporting preservice teachers.