Abstract:

The purpose of this is to identify and describe the reality of how faculty members use and provide feedback from their Pre-service science teachers at Teachers College. The rationale of this study were the importance of the role of feedback in teaching and learning processes; the importance of development of academic achievement for students; the large number of studies that discussed the legitimacy and stability of student assessment for the performance of faculty members; and the lack of studies to examine the reality of the use of feedback by faculty members with their students. Population of the study and its sample consisted of all students majoring in science at Teachers College. A questionnaire comprised (60) items was used, and it used a five-likert scale (always, often, sometimes, rarely, never). All items were classified into four kinds of feedbacks: informative feedback, corrective feedback, supportive feedback, interpretive feedback. A pilot study was conducted to ensure the validity and reliability of the questionnaire. Using Cronbach's alpha‏, the reliability was (0.98), which considered to be high. In addition to that, a number of statistical treatments was conducted, such as frequencies, percentages, averages, and t-test to highlight the most important results and discussions. In light of the results, the study proposed a number of recommendations and suggestions for future studies with regard to feedback and its impact on teaching and learning.

Keywords:

Faculty Members, Feedback, Students, Teacher Education Program, Pre-service science teachers.