Certify trainees: the mentor’s « dirty work » in teacher training
Our study explores how mentors think about their responsibilities in teaching practice training and assessment. 15 mentors based in different secondary schools were interviewed. Content analysis of interviews reveal that mentors value constructive feedback as a core element of their profession. They perceive teacher certification as « hard work » or « dirty work ». As a result, they suggest rethinking of the current assessment system to minimize this « hard or dirty work ». Some mentors would like to do away with or to delegate trainee certification to colleagues involved in the assessment system. Other mentors consider sharing this task with the latter.