Using video technology to support individual and collaborative reflection in pre-service teacher education is an increasingly common practice. This paper explores the type of teaching practice challenges identified by the pre-service teachers and the feedback provided during analysis by school mentors and university tutors through the use of the VEO app to supervise a teaching practicum. Student teachers selected and uploaded a short clip of their dissatisfied interventions during the practicum to the app. Each student analyzed their clip and received online feedback from their school mentor and university tutor. The objectives were to analyze the challenges in the chosen video clips, identify which mentoring feedback episodes occurred, characterize them according to their feedback strategies and analyze differences between school mentors’ and university tutors’ feedback. We conducted a descriptive and exploratory study with a sample of 12 pre-service teachers, their school mentors and their university tutors. Pre-service teachers identified communication and the learning climate as frequent challenges. University tutors used more emotional feedback strategies and a greater range of task assistance feedback than school mentors. Three types of feedback episodes were identified (complementary, collaboration and school mentor-centered episodes). Implications in teacher learning and mentoring programs were discussed.

Este estudio exploratorio describe cinco identidades de maestros de escuela con cinco configura-ciones diferentes de I-posiciones. Treinta y un participantes fueron entrevistados a través de una entrevista escrita, y los datos se analizaron mediante procedimientos cualitativos y cuantitativos. Los resultados revelaron treinta tipos de I-posiciones, clasificadas en nueve posiciones institucio-nales. Además, se identificaron cinco categorías de "formas de ser" maestro de escuela, denomi-nadas de la siguiente forma: (1) Dedicados principalmente a la instrucción y colaboración con co-legas; (2) Dedicados principalmente a la instrucción y la relación con las familias; (3) Dedicados principalmente a la instrucción, la mejora de la práctica y la colaboración con colegas; (4) Dedi-cados principalmente a la educación y la instrucción, la mejora de la práctica, la colaboración con colegas y la relación con las familias; y (5) Dedicados principalmente a la instrucción, la mejora de la práctica, la colaboración con colegas, la relación con las familias y la gestión de la escuela.

The aim of this study was to analyse the discourse of beginning teachers and mentors in Secondary Education throughout their participation in reflection groups on teaching practice, as part of a program designed to palliate the reality shock and encourage reflection on the practice, thus promoting the construction of professional knowledge. The data collected consist of speech recordings from five pairs (beginning-mentor) who participated in five reflection groups during a school year. This interpretative and longitudinal study draws on a qualitative analysis (Atlas.ti) of the discussion topics and types of sentences produced by the participants. The most frequent discussion topics were the thematic areas considered to be the most problematic for beginners (pair adjustment; attention to the diversity; student assessment; assessment by the program; fatigue and stress; classroom management; teacher identity; status and school culture). Mentors tended to produce more metacognitive statements while beginning teachers tended to use more conceptual statements. The results show that taking part in a discussion group on teaching practice was not enough to promote a really thoughtful (most sophisticated) elaborative pattern for beginner teachers.