English (United Kingdom)

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This present case study investigated how preservice English teachers perceive feedback provision from their teacher-supervisor during their three-month teaching practice program. Three pre-service English teachers at a public secondary school served as respondents. They served seventh and eighth secondary school graders in the target school. The data were gathered through three audio-recorded post-teaching conferences and three guided grouped interviews. The data collected were analyzed qualitatively using content analysis. The results indicated that regardless few similar foci on the preservice teachers teaching and their subject-matter mastery, the pre-service teachers mainly perceived the feedback provision differently in different teaching contexts for some reasons. In this regard, the different perceived comments and the reasons and further recommendation are discussed in the paper. Keywords—feedback; pre-service teachers; teacher-supervisor; teaching practice program; teacher education

Professional Learning Community in Pre-Service Teacher Education: Learning to become teacher researchers