Mentor teachers’ intended intervening during student teachers’ lessons: A vignette study in Dutch primary education

This vignette study examined mentor teachers’ intended direction and intensity to intervene during student lessons in Dutch primary education the triggers for their intervening. Based on Fenstermacher’s (1986) theory of premises leading actions, we developed vignettes which manipulated trigger type, severity, teacher experience. 159 teachers indicated whether how they would intervene. Results showed that prefer teaching values over mentoring intend quite intensely. We suggest explicitly emphasising towards intervening should serve both pupils might improve learning.