Pre-Service Teachers’ Perceptions of Supervisor Feedback: Evaluating the Effectiveness of Teaching Practicum Support in Pakistan

Abstract

This research examines the effects of feedback on the professional competence of pre-service teachers. This research aims to investigate the perceptions of pre-service teachers regarding the effectiveness of the feedback criteria employed by the supervisor during teaching practicum. The data for this research was collected through semi-structured interviews of students in their fourth and eighth semesters and their supervisors in the form of qualitative design. The findings emphasize the importance of providing organized, focused, and timely feedback in enhancing teaching skills. The research revealed that successful teaching focused on the establishment of clear learning objectives, detailed lesson designs, and optimal use of teaching aids. The student’s involvement and the class interactions were greatly improved by feedback on time management, clarity of instruction, and the management of the classroom. The study also stresses the importance of the use of various assessment methods and the provision of feedback to students on time. There was some feedback concerning collaboration and professional conduct which seemed to improve professionalism and communication skills. Promoting reflective practice and flexibility in changing tasks seemed to promote continual progress. Recommendations include regular feedback sessions, digital tools, supervisor training, peer feedback in teacher education, and future studies on long-term effects to improve educational outcomes.