A central component in any teaching education programme is the practicum. This stage is often regarded as a demanding, complex and overwhelming experience by pre-service teachers. Exposure to real-life activities, duties and responsibilities as well as continuous reflection on the interaction of theory and practice provide solid foundations for future success. Feedback and the ways in which it is communicated also play a significant role in encouraging or preventing significant learning from taking place. The present paper intends to show pre- service teachers´ views of a range of supervisory behaviours and approaches employed to communicate feedback in post-observation conferences which cooperate to the development of autonomy and the enhancement of reflective thinking, key skills for professional life.
Keywords: teaching practicum – feedback – supervisory behaviour – pre-service teacher – communication strategy.