The effect of instructional process based on effective feedback practices on teacher candidates' cognitive and affective characteristics

The aim of this study is to explore the impact of effective feedback practices on the cognitive and affective characteristics of teacher candidates. The research utilized a multi-stage mixed design, which was carried out in two stages as needs analysis and experimental application. The needs analysis of the research established the needs of teacher candidates and instructors for feedback practices and the characteristics of the feedback design through a parallel mixed design, while the effectiveness of the feedback design was tested for eight weeks through an embedded pretest-posttest control group experimental design. The needs analysis of the research was conducted with the participation of 531 teacher candidates and 111 instructors while the experimental implementation process was carried out with the participation of 52 teacher candidates, 28 experimental and 24 control. The data were collected through questionnaires, scales, achievement tests and semi-structured interview forms developed by the researcher. According to the findings obtained from the quantitative data of the study, effective feedback practices based on video feedback, automatic feedback and peer feedback practices significantly increased the academic performance of teacher candidates and their perceptions of feedback. The quantitative findings showed that the feedback design produced significant changes in cognitive, metacognitive and affective dimensions and positively affected feedback perceptions. Qualitative findings revealed that feedback practices were found to be systematic and effective, and made significant contributions in the dimensions of supporting and facilitating learning, increasing self-efficacy and motivation, strengthening classroom interaction and reducing anxiety.