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This study examines what Spanish EFL student teachers need and expect from school mentors’ feedback during practicum, focusing on areas where mentor feedback should improve. Using both quantitative and qualitative methods, results show a high satisfaction level with the quality of mentor feedback. The main strength is its supportive and affective nature, while the primary weakness is the need for more detailed, continued input.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-type-of-feedback-do-student-teachers-expect-from-their-school-mentors-during-practicum-experience-article-3-abstract/593702/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-type-of-feedback-do-student-teachers-expect-from-their-school-mentors-during-practicum-experience-article-3-abstract/593702.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study on mentor feedback?","Question",{"text":112,"@type":113},"The study focuses on the role and quality of feedback provided by school mentors during the practicum experience and how it affects student teachers’ needs and expectations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers study student teachers’ expectations?",{"text":117,"@type":113},"The research used both quantitative and qualitative research methodologies to investigate Spanish EFL student teachers’ needs and expectations regarding mentor feedback.",{"name":119,"@type":110,"acceptedAnswer":120},"What strengths and weaknesses in mentor feedback were identified?",{"text":121,"@type":113},"Student teachers reported high satisfaction, especially because mentor feedback is supportive and affective. The main weakness highlighted was the need for more detailed and continued feedback from school mentors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593702,1792230257,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 5 | Article 3 |\n| --- | --- |\n| 2016\u003Cbr>What Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers\u003Cbr>Juan de DiosMartínez Agudo\u003Cbr>University of Extremadura, [jdmtinez@unex.es](jdmtinez@unex.es) |  |\n\nRecommended Citation  \nMartínez Agudo, J. (2016). What Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers. Australian Journal of Teacher Education, 41 (5).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss5/3](http://ro.ecu.edu.au/ajte/vol41/iss5/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss5/3](http://ro.ecu.edu.au/ajte/vol41/iss5/3)  \nWhat Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers  \nJuan de Dios Martínez Agudo  \nUniversity of Extremadura, Spain  \nAbstract: Mentorship represents a vital component in all teacher  \neducation programmes since mentors’feedback plays an essential  \nrole in shaping candidate teachers’professional identity. The quality  \nof feedback provided by school mentors during the practicum  \nexperience constitutes the main focus of this study. This research  \npaper aimed at investigating Spanish EFL student teachers’ needs  \nand expectations from their school mentors’feedback in the  \npracticum setting, drawing particular attention to what areas or  \naspects related to mentor feedback needed improvement. Both  \nquantitative and qualitative research methodologies were used in the  \nstudy. The resulting data revealed a high degree of satisfaction  \namong the surveyed student teachers concerning the quality of mentor  \nfeedback, meeting their needs and expectations in a very substantial  \nmanner. Specifically, the main strength of mentors’feedback lies in  \nits supportive and affective nature while the main weakness  \nhighlighted was the need for a more detailed and continued input or  \nfeedback from school mentors. Thus, this research paper highlights  \nthe gap between the quality of feedback provided by school mentors  \nand mentees’ expectations and satisfactions during their professional  \nschool experiences.  \nIntroduction  \nLearning to teach through practicum experiences, which is viewed as a highly complex process in which multiple influences, dilemmas and tensions emerge (Velez, 2003; Gan, 2013), is essential for student teachers’ professional preparation (Farrell, 2007) . This field experience is key to professional learning because student teachers have the opportunity to experience authentic classroom situations as well as to become familiar with a wide variety of learning and teaching strategies and techniques (Chien, 2014). No doubt, the school-based practicum experience represents the most critical and important component of all teacher education programmes for professional preparation (Farrell, 2001, 2003; Crookes, 2003; Wright, 2010). Almost without exception, student teachers highly value the practical teaching experiences obtained during the practicum period, and these have a major influence on their developing professional growth (Aiken & Day, 1999) . In short, the teaching practicum process constitutes a fundamental experience for the professional preparation of every candidate teacher. Through the practicum, which is generally viewed as a ‘core learning experience’, student teachers become socialized into the teaching profession (Farrell, 2001) . The importance and need for the practicum as a learning-oriented field experience is in fact highly valued by student teachers (Pekkanli, 2011) . Specifically, the quality of feedback provided by school mentors during the practicum experience constitutes the main focus of  \nthis study. Drawing on a literature review of the mentoring process in teacher education, the prin","cbCaiarUQTM06ubx","https://ap.wps.com/l/cbCaiarUQTM06ubx","pdf",580087,17,"English","# Abstract\n# Introduction\n## Learning to teach through practicum\n# Integration of Theory and Practice\n# Mentoring in Teacher Education","[{\"question\":\"What is the main focus of the study on mentor feedback?\",\"answer\":\"The study focuses on the role and quality of feedback provided by school mentors during the practicum experience and how it affects student teachers’ needs and expectations.\"},{\"question\":\"How did the researchers study student teachers’ expectations?\",\"answer\":\"The research used both quantitative and qualitative research methodologies to investigate Spanish EFL student teachers’ needs and expectations regarding mentor feedback.\"},{\"question\":\"What strengths and weaknesses in mentor feedback were identified?\",\"answer\":\"Student teachers reported high satisfaction, especially because mentor feedback is supportive and affective. The main weakness highlighted was the need for more detailed and continued feedback from school mentors.\"}]","What Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? - Article 3 - Abstract | PDF",1792077751,43]