Özet:

Abstract This study explores pre-service EFL teachers’ perceptions about feedback practices in practicum courses. It also investigates the problems pre-service teachers face during practicum in terms of receiving feedback from their mentor teachers and university supervisors. In this exploratory case study, the data were collected through a survey and two focus group interviews. The participants were ten pre-service EFL teachers in an English Language Teaching department of a state university in Turkey. Findings revealed three significant points. Firstly, participants did not receive feedback regularly even in the courses mainly based on teaching practices. Secondly, participants implied the fact that the feedback they received in practicum did not motivate them, since they were not constructive. Thirdly, all participants indicated that receiving feedback after completing teaching tasks did not contribute much to their teaching practices and motivate them for pursuing teaching as a career, since feedback sessions turned into criticism sessions.

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