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Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements

Bjørndal, Cato R.P.

Teaching and teacher education, 2020-05, Vol.91, p.103047, Article 103047 [Periódico revisado por pares]

Elsevier Ltd

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  • Título:
    Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements
  • Autor: Bjørndal, Cato R.P.
  • Assuntos: Competence face ; Education: 280 ; Face-work ; Feedback interaction ; Mentoring ; Pedagogiske fag: 280 ; Samfunnsvitenskap: 200 ; Self-threat ; Social science: 200 ; Supervision ; VDP
  • É parte de: Teaching and teacher education, 2020-05, Vol.91, p.103047, Article 103047
  • Notas: Teaching and Teacher Education : An International Journal of Research and Studies
  • Descrição: Despite much research on feedback in teaching placement, there is a limited number of interaction studies. Moreover, how student teachers respond to critical mentor feedback remains quite unmapped. This article aims to explore this interactional aspect through the analysis of 12 post-observation sessions. Critical feedback sequences are analysed by face-work theory (Goffman, 1967). Findings suggest that student teachers are deeply concerned about saving face when receiving critical feedback. Their strategies include “contradicting”, “withdrawing”, and “repairing” face, in addition to “emphasising a self-reflective and progressive face”. This article offers insights that may be helpful for communicating critical mentor feedback. [Display omitted] •When student teachers receive critical mentor feedback in practicum their competence face are threatened.•Student teachers save their competence face by several face work strategies.•Most common strategies are “repairing competence face” and “emphasising a competent self-reflective and progressive face”.
  • Editor: Elsevier Ltd
  • Idioma: Inglês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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