Student Teachers’ Perception Toward Mentors’ Feedback During Teaching Practicum

Abstract

Mentor teachers’ feedback is one of important keys for student teachers to help them to develop their performance and competency skills in teaching. This study aims to find out what is the student teachers’ perception toward their mentor teachers’ feedback during teaching practicum and which types of feedback that the student teachers prefer to get from their mentor teachers. Both quantitative and qualitative research methodologies were used in the study. The questionnaire was administered to 60 research participants who are the student teachers in Faculty of Language and Arts, UKSW, Salatiga, especially those who had done their teaching practicum to answer the questions which are raised by the researcher of this study: 1) What is student teachers’ perception toward mentor teachers’ feedback during their teaching practicum? 2) Which types of feedback that the student teachers prefer to get from their mentor teachers? The findings revealed that student teachers perceived the feedback that they got during teaching practicum practices positively. Furthermore, the student teachers’ perception showed that both types of feedback are important to them. The study offered some pedagogical implications and recommendations with regard to feedback during the teaching practicum.