Exploring teacher educators’ and pre-service teachers’ belief and practices on written feedback

Background and Purpose: This study investigates the effectiveness of written corrective feedback (WCF) in teacher education, focusing on the gap between pedagogical beliefs and practices. It highlights that pre-service teachers prefer direct feedback due to limited training and high workloads, while teacher-educators encounter challenges such as misalignment between beliefs and actual practices. Contextual factors, like time constraints, further complicate effective feedback. The aim is to address these gaps and enhance feedback practices in teacher education programs. Methodology: This qualitative case study explored beliefs and self-reported practices regarding WCF among teacher-educators and pre-service teachers in B.Ed. programs in Sindh and Punjab, Pakistan. Through semi-structured interviews with 12 participants (six teacher-educators and six pre-service teachers), researchers examined how feedback practices are influenced by educational contexts and assessed the implementation and effectiveness of WCF. Findings: The study reveals differing views on written feedback effectiveness. Pre-service teachers value grammar-focused feedback, while teacher-educators prefer a comprehensive approach addressing content and structure. Emotional impacts are significant, with pre-service teachers frustrated by vague or overly critical comments. The findings stress the need for clear, constructive feedback that balances criticism with encouragement to support learning and development. Significance: This research provides insights into the impact of feedback clarity and emotional tone on pre-service teachers' engagement and learning. It emphasizes the need for supportive and constructive feedback practices and highlights the importance of professional development in aligning feedback practices with educational philosophies. The study aims to contribute to more effective teaching and learning by addressing both cognitive and emotional dimensions of feedback. Keywords: Students’ beliefs, teachers’ beliefs, self-reported practices, written corrective feedback, teacher-educators, pre-service teachers.