Feedback Mechanism in Teacher Training at Higher Education Institution: A Convergent Mixed Methods Design

Abstract This study employs a convergent mixed methods design to thoroughly investigate the multifaceted feedback mechanisms integral to teacher training programs within higher education institutions [4]. There were 109 teachers specializing in education and language studies participated in this 3-day intensive training on the application of learning management system in the classroom. They were required to accomplish a feedback evaluation survey with both quantitative and qualitative measures via essay responses and FGD. Employing a convergent mixed methods design, the quantitative components: were correlated with the dominant themes of the qualitative essay data and FGD. The Chi-Square statistics proved that the teachers' feedback of the teaching training associated significantly with their expectations and benefits of the training. This study allows for a comprehensive understanding by integrating quantitative and qualitative data on various feedback modalities, including those from university supervisors, school mentors, and peers [11]. This integrated perspective is crucial for identifying how feedback influences the development of lifelong learning dispositions in pre-service teachers [4]. Specifically, this research examines whether practice-based curricula foster opportunities for pre-service teachers to cultivate lifelong learning dispositions and how feedback on assessment tasks within campus coursework promotes these dispositions [4]. It further delves into the optimal delivery methods for such feedback to maximize its impact on fostering continuous professional growth among future educators [4]. The overarching goal is to understand how feedback, particularly within a practice-based curriculum, contributes to pre-service teachers' acquisition of critical dispositions such as curiosity, motivation, perseverance, and self-regulation, which are essential for lifelong learning [4]. Furthermore, this investigation explores the nuances of feedback delivery, including its authenticity, source (teacher educators and peers), and content (positive and negative comments with practical advice), to ascertain its efficacy in promoting these vital attributes [4]. The study also explores how feedback linked to authentic tasks and incorporating both positive and negative comments, alongside practical guidance, contributes to these outcomes [4].