The research reported here is part of a larger, doctoral study that aims at examining the process of assessing the classroom performance of pre-service English language teachers in three higher education institutions in Oman. This article reports on an investigation into the social practices associated with assessing the classroom performance of pre-service English language teachers at Sultan Qaboos Univeristy (SQU), Rustaq College of Education and Nizwa University. Specifically, this study aims at answering one research question: How do stakeholders understand and experience feedback when assessing pre-service teacher classroom performance? The research adopted a phenomenological approach for examining a total of 10 participants’ feedback experiences through semi-structured interviews and observations of the phenomenon in situ. The findings of this study revealed shared understandings about the purpose of feedback for improving pre-service teachers’ classroom performance. However, it was revealed that variations in feedback processes affected its efficacy in enhancing pre-service teachers’ classroom readiness. Pre-service teachers confirmed this finding and expressed their desire for greater agency and some consistency and uniformity in the type of feedback they receive during their school experience. The paper concludes by presenting recommendations that go to heighten the quality of the feedback process provided to pre-service English language teachers in Oman.

中文翻译：

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阿曼职前英语教师课堂表现反馈

此处报告的研究是一项更大的博士研究的一部分，该研究旨在检查评估阿曼三所高等教育机构的职前英语教师课堂表现的过程。本文报告了对与评估 Sultan Qaboos 大学 (SQU)、Rustaq 教育学院和 Nizwa 大学的职前英语教师课堂表现相关的社会实践的调查。具体而言，本研究旨在回答一个研究问题：利益相关者在评估职前教师课堂表现时如何理解和体验反馈？该研究采用现象学方法，通过半结构化访谈和现场观察现象来检查总共 10 名参与者的反馈体验。这项研究的结果揭示了对反馈目的的共同理解，以提高职前教师的课堂表现。然而，据透露，反馈过程的变化影响了其在提高职前教师课堂准备方面的效力。职前教师证实了这一发现，并表达了他们希望在学校经历中获得更大的代理权和某种一致性和统一性的反馈类型。本文最后提出了一些建议，以提高向阿曼的职前英语教师提供的反馈过程的质量。结果表明，反馈过程的变化影响了其在提高职前教师课堂准备情况方面的效力。职前教师证实了这一发现，并表达了他们希望在学校经历中获得更大的代理权和某种一致性和统一性的反馈类型。本文最后提出了一些建议，以提高向阿曼的职前英语教师提供的反馈过程的质量。结果表明，反馈过程的变化影响了其在提高职前教师课堂准备情况方面的效力。职前教师证实了这一发现，并表达了他们希望在学校经历中获得更大的代理权和某种一致性和统一性的反馈类型。本文最后提出了一些建议，以提高向阿曼的职前英语教师提供的反馈过程的质量。