Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements

Despite much research on feedback in teaching placement, there is a limited number of interaction studies. Moreover, how student teachers respond to critical mentor feedback remains quite unmapped. This article aims to explore this interactional aspect through the analysis of 12 post-observation sessions. Critical feedback sequences are analysed by face-work theory (Goffman, 1967). Findings suggest that student teachers are deeply concerned about saving face when receiving critical feedback. Their strategies include “contradicting”, “withdrawing”, and “repairing” face, in addition to “emphasising a self-reflective and progressive face”. This article offers insights that may be helpful for communicating critical mentor feedback.