Bridging Theory-Practice Gap: Connecting Feedback with Teaching Practicum

Abstract

Incorporating theory into practice is not a simple but rather a dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers (PT) at teaching practicum. It has been observed that interaction in the form of academic feedback between cooperative teachers (CT) and PTs is poor. The study explores the perception of CTs, PTs and UTs (University teachers) about feedback practices to bridge the theory-practice gap during teaching practicum in the preservice teacher education program (PTEP). It is an exploratory investigation applying the survey method and semi-structured interview to collect data from PTs, CTs, and UTs to answer the investigation inquiries about the role of feedback practices in bridging the theory- practice gap. Purposive and criterion sampling techniques were used, and 98 PTs, 30 CT,s and 15 UTs participated in the study. Findings reveal that CTs are working as mentors without professional training, recognition of their contributions, and professional incentives and contradictory findings by the PTs and CTs about the in-time, targeted, supportive oral-written feedback at teaching practicum.