Getting feedback from their lecturers was highly appreciated by the student-teachers.
It should be noted however that it was not only the content of the feedback that
mattered for the student-teachers but also the means by which the lecturers delivered
the feedback. In all four focus group discussions that I conducted with the studentteachers,
complaints arose about the way some of the lecturers delivered feedback.
Focus group participants criticised how feedback was given. On one occasion, one
lecturer corrected a student’s error by reprimanding the student harshly in front of the
class. This public humiliation reduced some of the student-teachers’ motivation
significantly.