Abstract
Research has demonstrated that feedback is an essential facet of assessment in the learning environment because it enhances learning. However, little is known about the feedback given to student teachers when they are on teaching practice and students’ viewpoints about the role of feedback is not well understood as well. This study fills the gap by illuminating the feedback given to preservice teachers when they are on teaching practice. A qualitative content analysis approach was utilised to analyse three hundred and fifty journals. Alongside 10 students were interviewed to draw their perceptions and how they respond to feedback written in their journals. The researchers focused on written feedback which was written in student teachers’ journals by mentor teachers. It was found out that feedback practices reflect mentors’ personal belief systems and are constrained and influenced by their educational contexts. Some of the students interview responses reflected that the feedback they are given does not enhance learning. This then creates discrepancies, and such feedback interventions turn to disappoint. It is recommended that if feedback processes are to enhance learning, instructors should move beyond a view of feedback as transmission and acknowledge the impact feedback has on and the part students play in such processes. Instructors should give constructive feedback that enhance learning and develop deep disciplinary expertise. Feedback should be conceptualised as a developmentary dialogue that is positive and motivational.
Author Information
Beatrice Ngulube, Tshwane University of Technology, South Africa
Patricia Mokgosi, Tshwane University of Technology, South Africa
Glory Chiloane, Tshwane University of Technology, South Africa
Paper Information
Conference: IICE2022
Stream: Educational Research
This paper is part of the IICE2022 Conference Proceedings (View)
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To cite this article:
Ngulube B., Mokgosi P., & Chiloane G. (2022) Feedback Practices of School-Based Mentors in the Work Integrated Learning Programme in South Africa ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2022.37
To link to this article: https://doi.org/10.22492/issn.2189-1036.2022.37
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