Abstract:

The old model of education dealt only with the education of the intellectual, theoretical and application level; however, the new model integrates this with emotional, interpersonal and political competence (Tosey, 2006). Traditional education and training have rather overdone authoritative sorts of intervention, and have often omitted the facilitative sorts altogether. It is the specific, concrete context that makes one intervention more or less valuable than another.
Based on a germane Intervention Category Model, this study seeks to inform the participants in this process of how feedback in practicum sessions can lead to personal; and professional growth for both student-teachers and tutor/mentors. The study also aims to prove that by relying on facilitative interventions to the exclusion of authoritative ones, innovative contemporary approaches to education can be achieved.
A collaborative study of feedback sessions done in the BA in Education, Teaching Diploma and Teaching Certificate at our University served as the focus of this study into types of feedback offered by the tutor/mentor. Based on the Intervention Category Model, discussions were held to promote awareness of the interaction in the feedback sessions.

Keywords:

Pre-service teachers, Practicum courses, Feedback sessions, Intervention Model.