Bachelor of Elementary Education, Cordova Public College
Student Research
Feedback is a crucial element in teaching mentoring, shaping professional growth, instructional practices and collaborative learning between mentors and mentees. This study explored the experiences, perspectives and challenges related to feedback among elementary teachers during classroom observation and mentoring sessions. Employing a qualitative research design, the study focused on the lived experiences of teachers. 20 participants were purposely selected, including 5 mentors and 15 mentees. Data were gathered through semi-structured interviews with open-ended questions and analyzed thematically to identify patterns in experiences, perceptions and challenges. Findings indicate that feedback significantly enhances teaching strategies, promotes reflective practice, and facilitates effective adjustment between mentors and mentees. Nevertheless, challenges such as differing expectations, communication barriers and timing constraints were observed. Based on the findings, recommendations are proposed to strengthen feedback processes and support more effective mentoring practices in elementary education.
Classroom Observation, Communication, Feedback, Mentoring
Cordova Public College
[1] M. J. E. OBREGON, L. N. PEREZ, C. B. C. CARBELLIDO, K. A. R. DEMAPE, G. M. DICO, and A. T. GARCES, “ROLE OF FEEDBACK IN TEACHING MENTORING: EXPERIENCES, VIEWS, AND ISSUES,” unpublished student research, Cordova Public College, 2026.
