THE ROLE OF FEEDBACK IN TRAINING FUTURE EFL TEACHERS
The article describes the application of feedback in the training of future English teachers and examines how contextual influences of their school practice shape the University practices. The study used curriculum analysis and inductive and deductive analyses of observation during the students' school practice. It studied the case of Pavlo Tychyna Uman State Pedagogical University in piloting a new Methodology curriculum designed by a group of experts within the New Generation School Teacher Project (British Council Ukraine and Ministry of Education and Science of Ukraine, 2013–2019). The core Curriculum analysis unpacks a curriculum into its parts, dealing with feedback in terms of learning, teaching, and resources; evaluates how the parts fit together, checks underlying beliefs and assumptions; and seeks justification for curriculum choices and assumptions.
The research population was 25 students of the foreign Languages Department who were on the 3rd year of studying the Methodology course by the pilot Methodology curriculum, and they had their 6-weeks' school practice as observed teachers. The authors conclude that future teachers in their pre-service training are exposed to and use a complex set of feedback practices in both written and spoken modes. However, a deeper analysis reveals that they mainly use the transmission approach, which underestimates learner autonomy and students' self-assessment; they mainly use feedback that addresses processes of tasks and minor amounts of self-regulation feedback.
Key words: feedback, pre-service English teacher training, transmission approach to feedback, self-regulation feedback.
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