An Assessment on the Formative Feedback Practices among Teacher Education Teachers through the Lens of Student: A Convergent Parallel Study

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Original abstract

This study aimed to explore the level and impact of formative feedback practices among teacher education teachers, as perceived by Bachelor of Elementary Education (BEED) students. Using a convergent parallel mixed methods design, the research combined both quantitative and qualitative data to provide a deeper understanding of student experiences. A total of 153 BEED students participated in the quantitative strand through purposive sampling, while seven students took part in in-depth interviews and another seven joined a focus group discussion for the qualitative strand. The quantitative findings showed a very high level of formative feedback practices, suggesting that students regularly receive feedback that supports their learning, self-regulation, and instructional growth. Qualitative insights revealed that students especially valued feedback that was clear, timely, and constructive, as it helped them reflect and grow as future educators. Together, the integrated results emphasized the powerful role of intentional and structured feedback in shaping effective teaching and meaningful learning experiences. The study concludes by recommending enhanced training for teacher educators, fostering feedback-rich classrooms, and involving students in co-creating feedback practices to ensure continuous academic and professional development.

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