A structured feedback-and-reflection cycle (pre-lesson plan review, immediate verbal comments, written feedback, take-up time, and open-ended questioning) supported the mentee's reflective development¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The mentor established a structure for reflection and feedback comprising open-ended questions, listening to responses, and providing suggestions and encouragement for future action. → Sempowicz 2011 q2 i? The mentee adopted a three-category reflection structure: what worked well, what did not work well, and what she would change for future lessons. → Sempowicz 2011 (2)

Evidence¶

Sempowicz 2011¶

Sempowicz, T., & Hudson, P. (2011). Analysing mentoring dialogues for developing a preservice teacher's classroom management practices. Australian Journal of Teacher Education, 36(8). https://ro.ecu.edu.au/ajte/vol36/iss8/1 doi:10.14221/ajte.2011v36n8.4

q2 · i? · qualitative · r3

Case-study finding from recorded dialogue sessions: lesson plans were reviewed before lessons, immediate verbal comments followed teaching, formal written Feedback on Teaching forms were prepared, and the mentee was given "take up time" before further discussion.

"It was evident from the video and audio-recorded dialogues that the mentor established a structure for reflection and feedback, which included: asking open-ended questions to prompt Anna to think about relevant issues; listening to the mentee's responses, and providing suggestions and encouragement for future action."

Sempowicz 2011 (2)¶

Sempowicz, T., & Hudson, P. (2011). Analysing mentoring dialogues for developing a preservice teacher's classroom management practices. Australian Journal of Teacher Education, 36(8). https://ro.ecu.edu.au/ajte/vol36/iss8/1. doi:10.14221/ajte.2011v36n8.4

q2 · i? · qualitative · r3

Analysis of the mentee's 15 written reflections showed she internalised a three-category reflective structure; the mentor identified her "willingness to listen, to implement then to reflect" as a strength, especially in repeated lessons.

"After examining the mentee's written self-reflections it was evident that Anna also adopted a structure for reflecting using three key categories: "What worked well? What didn't work well? What would I change for future lessons?""

Discussion¶

Related Claims¶

• Most attributes and practices of the five-factor mentoring model (30 of 34) provided input into a first-practicum mentee's classroom management, with no overt evidence on aims, curriculum, timetabling or assessment — a broader claim this one bears on
• Mentored inquiry with staged mechanistic sensemaking supports the transition from intuitive to formal equation reasoning — related
• Mentee participation in a school-wide positive behaviour support program (Program Achieve) enabled confident implementation of learned strategies in other lessons — related
• Repeating one short lesson six times with small groups gave the mentee repeated opportunities to review and modify her classroom management strategies and build confidence — a narrower finding that bears on this claim
• Talk-time analysis showed the mentor spoke more than the mentee in video-recorded dialogues, with classroom management talk ranging from 3% to 39% of total talk time — related
• Contextual factors including time for reflection, evaluatory atmosphere, and peer and mentor dialogue influence preservice teachers' demonstration of reflective judgment — related
• Continuous guided reflection and dialogue about ill-defined dilemmas contributed to increased reflective judgment sophistication in several preservice teachers — related
• Literacy coaching responsibilities fall into two major areas: teacher mentoring and literacy program advocacy — related
• LO assessment supported by CA tools prompted faculty toward more authentic, participatory, and reflective teaching practices — related
• Hattie's synthesis identifies lesson study, formative evaluation of teaching, discussion of learning, and feedback as instructional factors with high effect sizes on student learning — related
• In the Ethiopian TDT study, novice teachers performed as well as facilitators in designing communicative English lessons — related
• Findings suggest VR-mediated mentoring with 360VR supports newly qualified teachers' noticing, classroom management competencies and self-efficacy — related
• Teachers reported that CRS-and-TEFA use gave them more information about student thinking and that they changed lessons in response to that formative information — related
• Mentor modelling and a school-wide behaviour program's strategies transferred to the mentee's classroom management practices — related
• Late-career teachers prefer socially embedded and collaborative learning opportunities such as mentoring, dialogue and reflective practice — related