Work

A framework for effective mentor teacher written feedback to pre-service teachers

Year: 2025

Type: article

Abstract: High-quality professional experience, guided by expert mentor teachers, is critical to the successful transition and long-term retention of pre-service teachers in the profession. Effective mentor teacher written feedback is central to this process, supporting pre-service teachers to meet course requirements and become profession ready. However, in the post-pandemic context, marked by teacher shortages, many final-year pre-service teachers have not received quality written feedback that meaningfully supports their professional growth. This study aimed to understand the significance of written feedback in supporting high-quality professional experience placements, with a focus on the written feedback provided by the mentor teachers in the final professional experience written report template. A research-informed framework was conceptualised to evaluate and critique the feedback opportunities presented by these written report templates. The analysis revealed a need for redesigning the written report templates to encourage mentor teachers to provide targeted, meaningful, research-informed feedback.

Source: International Journal of Educational Research Open

DOI: 10.1016/j.ijedro.2025.100565

Authors: Chrissy Monteleone, Matthew Winslade, Matthew Winslade, Amanda Isaac, Monica Wong, Michelle Gorzanelli, Cathy Lembke, Anne McLeod

Institutions: La Trobe University, Charles Sturt University, Southern Cross University, Australian Catholic University

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,890