Analysis of the feedback given in Lesson plans during pedagogical practicum

Abstract

This study explores how written feedback on lesson plans shapes the pedagogical and emotional development of a preservice teacher during the teaching practicum. Using a qualitative narrative inquiry design, the research analyzes lesson plans, professor comments, and reflective journal entries to understand how the participant interprets feedback and how these interpretations influence instructional decision-making. The data analysis followed a cyclical triangulation process in which lesson plans, journals, and theoretical literature were repeatedly compared to validate emerging patterns and ensure analytical consistency. The findings show that feedback functions obtained in the Lesson plans both as a cognitive framework and an emotional catalyst. Clear and specific comments in the Lesson Plans, supported the refinement of instructional clarity, coherence, and alignment, while inconsistent or insufficient feedback generated frustration, insecurity, and uncertainty. Three main categories emerged from the analysis made by the professor feedback comments got from the Lesson plans: strengths, constructive feedback, and emotional reactions, revealing a nonlinear learning process shaped by cycles of challenge, reflection, and gradual improvement. Specifically, the study found recurrent comments on activity sequencing, unclear learning outcomes, as well as insufficient justification of instructional decisions and emotional responses such as frustration and insecurity generated by the feedback provided by the professor; subsequently, an increase in self-regulation and confidence. The study supports the pertinence of narrative inquiry for examining personal professional growth and demonstrates that the research objectives were fully achieved. While limitations include reliance on a single participant and exclusively written artifacts, the study highlights the importance of coherent, timely feedback in early professor development and offers insights for improving mentoring practices in professor education programs.