Communication and frame issues in teaching practices assessment
This study explores the difficulties encountered by mentors when they assess teaching practices of trainee teachers. For our study, we collected 248 reviews of mentors training which were subsequently analyzed and interviewed 15 mentors. Content analysis of interviews and reviews reveal the absence of frame in the teaching training assessent as opposed to pupils’ assessment. We believe that this difference is a significant source of professional discomfort for mentors. To verify our hypothesis, we take into account relational and communicational issues involved in teachers’ assessment.