Educators’ verbal interventions during formative and summative assessments in practicums’ interviews
This paper’s subject is the mentoring and guidance of prospective teachers during practicums’ interviews. It analyses the verbal interventions of educators regarding the topics initiated by prospective teachers that represent the trainee’s issues. We study these elements during formative and summative assessments in order to highlight the impact of these two assessment modes on the dialogues development. Our qualitative and interpretative methodology is based on discourse analysis categories. Our results show the variety of educators’ interventions during the interviews that allow to create and to maintain space for reflective analysis and questioning concerning the teacher praxis. They highlight as well different possible ways of mentoring and support facilitating trainees’ professional integration.