Abstract
Student teachers on field experience may sometimes be bemused by the kind of lesson feedback they receive from school mentors and supervisors, especially when it seems to miss the target of their real concerns, or when mentors and supervisors provide conflicting advice. This paper argues that both teaching and lesson conferencing should be viewed as essentially hermeneutic. Hermeneutic theory, particularly as found in the work of Hans-Georg Gadamer, provides student teachers, mentors and supervisors with a framework, for observing teaching and discussing lessons when lesson conferencing. It views conferencing as a mutually beneficial professional conversation that enhances the professional development of all who participate, the student teacher, mentor and supervisor.
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