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Abstract

This study examines the feedback preferences of university student-teachers (STs) from supervisors and the rationale for the preferences during teaching practicum (TP). It involved second-year STs (N = 109) of a government-owned university in Tanzania. The study sought to achieve two objectives: (i) explore the type of feedback preferred by STs from their supervisors during TP; and (ii) elicit the reasons for the feedback preferences during TP. Interviews and focused group discussions were used for data collection. The findings indicated that STs mostly prefer written (59%) over oral (38%) and blended (3%) types of feedback. However, the rationale for the preference of these types of feedback slightly differed. Written feedback was preferred because it kept evidence for student-teachers’ reference. In contrast, oral feedback was preferred because it attracted interaction between STs and supervisors. Similarly, blended feedback was preferred because it reduced the limitations inherent in written and oral feedback, and attracted the bonding of multiple sources of teaching guidance. It is concluded that STs in TP do not universally prefer one type of feedback even though written feedback remains the most preferred type, while other types complement it. Based on the findings, supervisors are advised to primarily use written feedback in the assessment of TPs, while integrating oral feedback as a compliment.

Publication Date

3-10-2022

DOI

10.56279/jhss.v10.i6.4

Publisher

Dar es Salaam University College of Education (DUCE)

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