Exploring the relationship between assessment feedback and resilience in student teachers on teaching practice

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This study explores how assessment feedback influences the resilience of student teachers during their teaching practice. While assessment feedback is widely acknowledged as essential in teacher education, its specific contribution to building resilience has not been fully investigated. The research focuses on how constructive feedback helps student teachers cope with the challenges they face in real classroom environments. The study is guided by Vygotsky’s Sociocultural Theory, which highlights the importance of feedback in learning, and Resilience Theory, which explains how individuals adapt to adversity. A qualitative approach was used, employing a phenomenological design to understand student teachers’ lived experiences. Data were collected from 30 purposively selected student teachers from Limpopo and Mpumalanga Provinces in South Africa. Semi-structured interviews and reflective journals were used to gather detailed insights, and thematic analysis helped identify key themes related to feedback and resilience. The study was limited to one academic year and focused only on participants from the two provinces. To ensure trustworthiness, credibility was supported through member checking and triangulation, while audit trails enhanced dependability. Ethical standards such as informed consent, confidentiality, and voluntary participation were strictly followed. Findings reveal that clear, supportive, and development-focused feedback significantly enhances student teachers’ confidence and resilience. In contrast, feedback that is vague or overly critical tends to increase stress and reduce motivation. The study recommends that teacher education programs promote a culture of supportive, formative feedback. Training for mentors and supervisors is also advised to ensure feedback practices that foster resilience and support professional growth in future teachers.

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