Abstract

This seminar will contribute to the study of conversations between mentors and trainees [student teachers] that shape trainees’ knowledge of learning how to teach. How, for example, does the mentors’ feedback inform trainees’ knowledge of pedagogy, subject matter, and principles of student learning? How does the mentors’ feedback change over time in the internship? How are trainees interpreting and integrating the feedback advanced by their mentors? Adopting Hattie and Timperley’s (2007) framework for conceptualizing effective feedback to analyze mentors’ assessment of the trainees’ classroom instruction, I will share findings from a study that analyzed levels of feedback delivered by mentors and report how trainees perceived the feedback they received during debriefing sessions.