Written feedback from mentor teachers is essential for pre-service teacher development during professional experience placements. Yet the quality of this feedback varies considerably, with many pre-service teachers not receiving the developmental guidance they need.
Research led by Associate Professor Chrissy Monteleone and colleagues is addressing this critical gap.
"We developed a research-informed framework to evaluate the quality of written feedback provided to pre-service teachers during their final professional experience placements."
"Our analysis of placement reports revealed that while all met structural requirements, only one-third provided actionable, forward-looking guidance that pre-service teachers could use to continue their professional growth."
The research also highlights specific areas where mentor teacher feedback falls short.
"Mentor teachers were skilled at describing what pre-service teachers did, but only 14% of feedback enhanced pedagogical knowledge and just 17% developed professional judgement, capabilities essential for effective teaching."
Associate Professor Monteleone says the research provides practical tools for improving feedback quality across the teacher education sector.
"Our framework can guide template redesign and targeted professional learning for mentor teachers, ensuring pre-service teachers receive the appropriate, developmental support they need as they transition to independent practice."
