Disparities in teaching practice corrective feedback among university teaching practice assessors in Tanzania: Implications on pre-service professional practices

Abstract

This study examines disparities in teaching practice corrective feedback among university assessors in the Tanzanian context: Implications on pre-service professional practices.  A mixed-method research design was employed to bring together different strengths and non-overlapping weaknesses of quantitative and qualitative methods. The purposive sampling technique was used to get 120 undergraduate pre-service teachers from three colleges involved in the study. Questionnaire, interview and documentary reviews were used to collect data and analyzed descriptively to provide summaries in terms of numerical counts and frequencies. The study revealed that teaching practice assessors have conflicting suggestions and non-consensus in supporting pre-service teachers when dealing with similar issues. Conflicting suggestions might pose anomalies on the course of action to be undertaken by pre-service teachers who are trying to grow professionally. The study recommends the formulation of inter-institutional consensual supervisory guidelines that could inform synergy among university teaching practice assessors and supervisors.