Investigation of teacher candidates' perceptions of and preferences for the writing feedback

The purpose of the study is to determine the relationship between pre-service teachers' perceptions of writing feedback and their preferences for receiving feedback. In the research, there are 151 teacher candidates studying at Akdeniz University Faculty of Education in the 2020-2021 academic year and 382 teacher candidates studying in the 2021-2022 academic year. The Writing Feedback Scale and the research data adapted into Turkish by Kutluca Canbulat (2020) It was collected through the Preferences for Receiving Feedback Scale and the Preferences for the Way and Style of Giving Feedback, which was created by conducting validity and reliability studies of the Feedback Receiving Preferences Questionnaire created by Ülper (2011). In the analysis of the data, independent groups T-test and One-Way Analysis of Variance (ANOVA) (parametric test) were applied in cases with normal distribution, Mann Whitney U and Kruskal Wallis H tests were applied in cases where there was no normal distribution. Research findings: In the Scale of Preferences for Receiving Feedback Regarding Textual Characteristics, pre-service teachers mostly want to receive feedback about the thesis (subject) of the text. In the Preferences for the Way and Style of Giving Feedback scale, it was determined that the pre-service teachers preferred to receive one-to-one written feedback from their teachers, including didactic explanations. It was found that there was a difference between the perceptions of writing feedback and the preferences for receiving feedback according to gender and department. The findings were discussed within the framework of the literature, and suggestions were presented for future studies.