ABSTRACT Our study contributes to understanding teacher mentoring by exploring impacts of feedback from multiple mentoring sources as teachers with varying levels of experience learned to implement student-centered instruction. Mentees in our study learned to implement a student-centered model, supported by mentoring from students and teachers experienced in the model. We employed qualitative methods to collect and analyze data from two summer schools, with 22 STEM teachers and 47 student-instructors from 15 non-selective, public high schools. Findings include: (a) teachers had positive attitudes towards feedback, (b) feedback from multiple sources changed practice, (c) effective feedback required structure, (d) experienced teachers benefited most from feedback, and (e) student feedback was most valuable. These findings provide strategies to shape future mentoring, informing teachers, administrators, professional development coaches, and teacher educators about critical factors in the use of feedback to improve teaching through mentoring.

中文翻译：

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反馈在教师指导中的作用：教练，同伴和学生如何影响教师的变化

摘要我们的研究通过探索来自多个辅导来源的反馈的影响，从而有助于理解教师的辅导，因为教师具有不同的学习水平，可以实施以学生为中心的教学。在我们的研究中，受训者学习了以学生为中心的模型，并获得了该模型经验丰富的学生和老师的指导。我们采用定性方法收集和分析了两所暑期学校的数据，来自15所非选择性公立高中的22名STEM老师和47名学生导师。调查结果包括：（a）教师对反馈持积极态度；（b）来自多种来源的反馈改变了实践；（c）需要有效的反馈结构；（d）经验丰富的老师从反馈中受益最大；（e）学生的反馈最有价值。