Studying the Impact of Mentor Feedback on Preservice Teacher Satisfaction – UROP Spring Symposium 2021

Studying the Impact of Mentor Feedback on Preservice Teacher Satisfaction

Samantha Lang


Pronouns: she/her

Research Mentor(s): Matthew Ronfeldt, Associate Professor
Research Mentor School/College/Department: Educational Studies, School of Education
Presentation Date: Thursday, April 22, 2021
Session: Session 4 (2pm-2:50pm)
Breakout Room: Room 4
Presenter: 3

Event Link


Feedback has been pointed out as a prerequisite for professional growth for experts and novices alike. In the education field, researchers have argued that preservice teachers, or student teachers, need high quality feedback to become exemplary teachers for their future students. One of the goals of the Mentors Matter initiative was to study what constitutes quality feedback during clinical placements from mentor teachers and university supervisors. In our project, we coded 4,010 comments to 394 student teachers for the content and quality that student teachers received as part of their clinical assessments. In our presentation, we will discuss how comments on Teacher Attributes (TA), Connections across Observations (CaO), Data Driven Feedback (DDF), and Actionable Recommendation (AR) relate to student teachers’ satisfaction with their clinical placements. Our results can help establish a guideline for having mentor teachers and university supervisors to provide high quality feedback to student teachers to train and prepare stronger teachers.

Authors: Samantha Lang, Syafawani Abdul Rahim, Matthew Ronfeldt, Emanuele Bardelli
Research Method: Survey Research

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