THE ROLE OF FEEDBACK IN TRAINING FUTURE EFL TEACHERS

Abstract

The article describes the application of feedback in the training of futureEnglish teachers and examines how contextual influences of their school practiceshape the University practices. The study used curriculum analysis and inductive anddeductive analyses of observation during the students' school practice. It studied thecase of Pavlo Tychyna Uman State Pedagogical University in piloting a newMethodology curriculum designed by a group of experts within the New GenerationSchool Teacher Project (British Council Ukraine and Ministry of Education andScience of Ukraine, 2013–2019). The core Curriculum analysis unpacks a curriculuminto its parts, dealing with feedback in terms of learning, teaching, and resources;evaluates how the parts fit together, checks underlying beliefs and assumptions; andseeks justification for curriculum choices and assumptions.