Abstract
Becoming a mentor teacher is a rite of passage for most veteran teachers and is one many volunteer for as a way to give back to the profession. Although mentor teachers are eager and committed to the task of mentoring teacher candidates, far too many are ill-equipped for the evaluative nature of the role. Teaching is a profession that demands pedagogical competence, and that training and evaluation begins in the field experience, which is one of the most important elements of teacher preparation programs (Clift & Brady, 2005). Accordingly, feedback is ranked as one of the most important and desirable traits for mentor teachers (Sayeski & Paulsen, 2012). This article serves to provide a model that will assist mentor teachers in moving beyond the "good job," non-descript feedback to feedback that is performance-based.
Recommended Citation
Burks, Karlin
(2019)
"Mentor Teacher Feedback: Escaping the “Good Job” Trap in Clinical Practicums,"
Teacher Education Journal of South Carolina: Vol. 12:
No.
2, Article 4.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol12/iss2/4