A Study On EFL Pre-service Teachers' Perceptions Of School-based Mentors' Feedback During Teaching Practicum

School-based mentors' feedback is essential for the practicum experience,for it is the most direct way to facilitate student teachers" practical skills and it plays an important role in facilitating student teachers' professional development.Studies on school-based mentor's feedback during teaching practicum at home and abroad mainly focus on the purpose,form,standard and tools of feedback;the characteristics and effects of school-based mentors'feedback.These studies mainly investigate school-based mentor's feedback from mentors'perspective or based on feedback itself.Few studies investigate school-based mentor's feedback from student teachers'perspective,especially from pre-service English teachers'perspective.However,student teachers are the main part of teaching practicum,hence it is of great importance to understand their needs and expectations towards school-based mentor's feedback.Thus,this research was aimed at investigating pre-service English teachers'perspectives about their school-based mentors5 feedback practices in the practicum setting in terms of the contents,benefits,limitations of feedback as well as how to improve it.This study was guided by the following three questions:1.What feedback do student teachers receive from their school-based mentors?To what extent are they satisfied with their school-based mentors' feedback?2.What are the benefits student teachers gained from school-based mentors'feedback?3.What are the limitations of school-based mentor's feedback?How do student teachers think their mentors' feedback could be improved?Fifty-five M.Ed.Students from a national normal university participated in the research.Both quantitative and qualitative research methodologies were used in the study.Data were collected by questionnaires and semi-structured interviews.The resulting data revealed a high degree of satisfaction among the surveyed student teachers concerning the quality of mentor's feedback,meeting their needs and expectations in a very substantial manner.Specifically,student teachers received school-based mentors' feedback regarding teaching practice,content and pedagogical knowledge as well as emotional support.And the main strength of mentors' feedback lies in its facilitation of student teachers'teaching practice as well as boosting their confidence towards teaching.Despite an overall high level of satisfaction with the school-based mentors' feedback,some weaknesses were raised,specifically a lack of detailed and continued input or feedback and the imbalance between positive feedback and constructive criticisms.Thus,this research highlighted the gap between the quality of feedback provided by school-based mentors and mentees' expectations and satisfactions during their teaching practicum experiences.The study yielded some implications for the improvement of current internship progremmes.