Působení rad a zpětné vazby provázejících učitelů na reflexi studentů učitelství
| Title in English | The impact of mentor teachers’ advice and feedback on pre-service teachers’ reflection |
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| Authors | |
| Year of publication | 2026 |
| Type | Peer-reviewed scientific article |
| Magazine / Source | STUDIA PAEDAGOGICA |
| MU Faculty or unit | |
| Citation | |
| web | https://journals.phil.muni.cz/studia-paedagogica/article/view/41258 |
| Keywords | mentoring; mentor teacher; pre-service teacher; feedback; advice; reflection |
| Description | Reflection on one’s own teaching practice is considered a key competence of future teachers, with mentor teachers playing a crucial role in facilitating it. Although non-directive skills (such as asking questions) are important for supporting reflection, mentors typically use directive skills, particularly advice and feedback, in mentoring conversations. The aim of this study was to explore the nature of mentor teachers’ advice and feedback and how these skills influence student teachers’ reflection during mentoring dialogues. Six mentor–student teacher pairs participated in the study, and a total of 24 mentoring dialogues were analyzed. The results showed that despite the mentors’ strongly dominant approach to leading the dialogues, student reflection was nevertheless supported. Three levels of reflec-tion were identified—descriptive, developmental, and transformative—along with varying degrees of elaboration. Feedback was typically specific, mostly positive, often reasoned, and framed from the pupils’ perspective. Advice was generally justified, accompanied by modelling and the mentor’s sharing of personal experience, and framed from the pupils’ perspective. At the same time, the advice offered multiple options for application in prac-tice. Feedback emerged as a typical trigger for desirable transformative and elaborated reflection. The study concludes by outlining implications for practice and research in the context of the ongoing reform of mentor education in the Czech Republic. |
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