Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa

Mentor teachers play a vital role in the pre-service training of teachers.  The role of mentor teachers assumes even more significance when the training is done at a distance education institution.  It is impossible for lecturers and university representatives to reach every teacher student during t...

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Bibliographic Details
Main Author: Anna Johanna Hugo
Format: Article
Language:English
Published: Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) 2018-03-01
Series:African Journal of Teacher Education
Subjects:
Online Access:https://journal.lib.uoguelph.ca/index.php/ajote/article/view/4032
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spelling doaj-3b05fd57d00d437291350c5907c4914f2020-11-24T21:57:29ZengSustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)African Journal of Teacher Education1916-78222018-03-017210.21083/ajote.v7i2.40324032Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South AfricaAnna Johanna Hugo0Research associate of the University of South Africa, Pretoria, South AfricaMentor teachers play a vital role in the pre-service training of teachers.  The role of mentor teachers assumes even more significance when the training is done at a distance education institution.  It is impossible for lecturers and university representatives to reach every teacher student during the weeks of teaching practice done at schools in a big country like South Africa.  The feedback obtained from the mentor teachers is thus important to train student teachers when they present their lessons during weeks of teaching practice at schools.  But the feedback from mentor teachers can also be used for the future training of student teachers.  Mentor teachers should, however, also be informed about their role as mentors for student teachers.  In this article the way feedback of mentor teachers could be used to improve the quality of the lessons of student teachers when offering language lessons in Grades 1 – 3, is discussed.https://journal.lib.uoguelph.ca/index.php/ajote/article/view/4032mentoringmentor teachersteaching practicementors’ feedbacklanguage teachingreflection
collection DOAJ
language English
format Article
sources DOAJ
author Anna Johanna Hugo
spellingShingle Anna Johanna Hugo
Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa
African Journal of Teacher Education
mentoring
mentor teachers
teaching practice
mentors’ feedback
language teaching
reflection
author_facet Anna Johanna Hugo
author_sort Anna Johanna Hugo
title Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa
title_short Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa
title_full Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa
title_fullStr Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa
title_full_unstemmed Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa
title_sort mentor teachers’ feedback role in improving the training of grades 1-3 student teachers in south africa
publisher Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
series African Journal of Teacher Education
issn 1916-7822
publishDate 2018-03-01
description Mentor teachers play a vital role in the pre-service training of teachers.  The role of mentor teachers assumes even more significance when the training is done at a distance education institution.  It is impossible for lecturers and university representatives to reach every teacher student during the weeks of teaching practice done at schools in a big country like South Africa.  The feedback obtained from the mentor teachers is thus important to train student teachers when they present their lessons during weeks of teaching practice at schools.  But the feedback from mentor teachers can also be used for the future training of student teachers.  Mentor teachers should, however, also be informed about their role as mentors for student teachers.  In this article the way feedback of mentor teachers could be used to improve the quality of the lessons of student teachers when offering language lessons in Grades 1 – 3, is discussed.
topic mentoring
mentor teachers
teaching practice
mentors’ feedback
language teaching
reflection
url https://journal.lib.uoguelph.ca/index.php/ajote/article/view/4032
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