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Teacher Development
An international journal of teachers' professional development
Volume 1, 1997 - Issue 2
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Original Articles

The written feedback mentors give to student teachers

Margaret Spear University of Oxford, United Kingdom
,
Norman D. Lock University of Reading, United Kingdom
&
Myra McCulloch University of Reading, United Kingdom
Pages 269-280 | Published online: 20 Dec 2006

Citations (13)

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Read on this site (9)

Wendy Nielsen, Sharon Tindall-Ford & Lynn Sheridan. (2022) Mentoring conversations in preservice teacher supervision: knowledge for mentoring in categories of participation. Mentoring & Tutoring: Partnership in Learning 30:1, pages 38-64.
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Steven Puttick & Jenny Wynn. (2021) Constructing ‘good teaching’ through written lesson observation feedback. Oxford Review of Education 47:2, pages 152-169.
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Carey Philpott. (2016) Narratives as a vehicle for mentor and tutor knowledge during feedback in initial teacher education. Teacher Development 20:1, pages 57-75.
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Marion Engin. (2015) Written artefacts in post-conference feedback sessions: the running commentary as a support for teacher learning. Journal of Education for Teaching 41:3, pages 254-266.
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Carey Philpott. (2014) Socioculturally situated narratives as co-authors of student teachers’ learning from experience. Teaching Education 25:4, pages 391-409.
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Roger Lock, Allan Soares & Julie Foster. (2009) Mentors' written lesson appraisals: the impact of different mentoring regimes on the content of written lesson appraisals and the match with pre‐service teachers' perceptions of content. Journal of Education for Teaching 35:2, pages 133-143.
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David Stevens & Karen Lowing. (2008) Observer, observed and observations: Initial teacher education English tutors’ feedback on lessons taught by student teachers of English. English in Education 42:2, pages 182-198.
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Allan Soares & Roger Lock. (2007) Pre‐service science teachers' perceptions of written lesson appraisals: the impact of styles of mentoring. European Journal of Teacher Education 30:1, pages 75-90.
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David Bunton, Philip Stimpson & Francis Lopez-Real. (2002) University Tutors' Practicum Observation Notes: Format and content. Mentoring & Tutoring: Partnership in Learning 10:3, pages 233-252.
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Articles from other publishers (4)

Signe E. Kastberg, Alyson E. Lischka & Susan L. Hillman. (2018) Characterizing mathematics teacher educators’ written feedback to prospective teachers. Journal of Mathematics Teacher Education 23:2, pages 131-152.
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Grace Healy, Nicola Walshe & Alison Dunphy. (2019) How is geography rendered visible as an object of concern in written lesson observation feedback?. The Curriculum Journal 31:1, pages 7-26.
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Won-Ju Cho. (2018) Student teachers’ self-assessment and mentor teachers’ feedback on educational activities in kindergarten practicum. EARLY CHILDHOOD EDUCATION & CARE 13:4, pages 81-99.
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Anthony Clarke, Valerie Triggs & Wendy Nielsen. (2014) Cooperating Teacher Participation in Teacher Education. Review of Educational Research 84:2, pages 163-202.
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