A small scale study of possible (mis-) matches between pre-service english language teachers' perceptions of school-based tutors' feedback and the structure of the feedback
Luci Alarcón, Andrea
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The aim of this study is to explore English language Pre-Service Teacher (PST) perceptions about feedback provided by school-based tutors during a practicum course in the context of an English teacher initial education programme, in Chile. The participants in this study are three English language pre-service teachers taking their second and final practicum course. The data collection methods used comprise (i) analysis of post lesson observation conference between the pre-service English language teachers and the school tutors; and (ii) individual structured interviews with pre-service English language teachers. The results were analysed under five pre-established categories of analysis that intend to ultimately respond the research questions of the study and which are: (i) the existence of identification of strengths and weaknesses (ii) aspects of the lesson referred to (iii) promotion of preservice teacher opinions (iv) expressions of sympathy (v) suggestions and recommendations. The results show that there are high levels of congruence between pre-service teacher's perceptions of the feedback and the structure of the feedback. However, sorne mismatches were identified which relate to the identification of weaknesses in PSTs' classroom teaching, the degree of PSTs' active participation within the feedback conference and in the expressions of sympathy provided by the Schooi-Based Tutors.