Mentorship represents a vital component in all teacher education programmes since mentors’ feedback plays an essential role in shaping candidate teachers’ professional identity. The quality of feedback provided by school mentors during the practicum experience constitutes the main focus of this study. This research paper aimed at investigating Spanish EFL student teachers’ needs and expectations from their school mentors’ feedback in the practicum setting, drawing particular attention to what areas or aspects related to mentor feedback needed improvement. Both quantitative and qualitative research methodologies were used in the study. The resulting data revealed a high degree of satisfaction among the surveyed student teachers concerning the quality of mentor feedback, meeting their needs and expectations in a very substantial manner. Specifically, the main strength of mentors’ feedback lies in its supportive and affective nature while the main weakness highlighted was the need for a more detailed and continued input or feedback from school mentors. Thus, this research paper highlights the gap between the quality of feedback provided by school mentors and mentees’ expectations and satisfactions during their professional school experiences.
Martínez Agudo, J.
What Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers.
Australian Journal of Teacher Education, 41(5).