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This study explores how assessment feedback influences the resilience of student teachers during their teaching practice. While assessment feedback is widely acknowledged as essential in teacher education, its specific contribution to building resilience has not been fully investigated. The research focuses on how constructive feedback helps student teachers cope with the challenges they face in real classroom environments. The study is guided by Vygotsky’s Sociocultural Theory, which highlights the importance of feedback in learning, and Resilience Theory, which explains how individuals adapt to adversity. A qualitative approach was used, employing a phenomenological design to understand student teachers’ lived experiences. Data were collected from 30 purposively selected student teachers from Limpopo and Mpumalanga Provinces in South Africa. Semi-structured interviews and reflective journals were used to gather detailed insights, and thematic analysis helped identify key themes related to feedback and resilience. The study was limited to one academic year and focused only on participants from the two provinces. To ensure trustworthiness, credibility was supported through member checking and triangulation, while audit trails enhanced dependability. Ethical standards such as informed consent, confidentiality, and voluntary participation were strictly followed. Findings reveal that clear, supportive, and development-focused feedback significantly enhances student teachers’ confidence and resilience. In contrast, feedback that is vague or overly critical tends to increase stress and reduce motivation. The study recommends that teacher education programs promote a culture of supportive, formative feedback. Training for mentors and supervisors is also advised to ensure feedback practices that foster resilience and support professional growth in future teachers.

Formative assessment is crucial for teachers to gauge students’ understanding of subject content, and applying formative assessment in an online context is more challenging than in a traditional Physical Sciences classroom. This study examines challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment as per the research question. The empirical investigation adopted a generic qualitative design in which three purposively selected Grade 10 Physical Sciences teachers from three different schools and quintiles within the Tshwane North District in South Africa. Data were collected through individual and focus group interviews. Interviews were video recorded, transcribed and thematically analysed using grounded theory to construct a thematic framework for supporting the study. Technological, pedagogical, and content knowledge (TPACK) was utilised as a theoretical framework underpinning the study to identify challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment. Challenges identified in this study include the enforced utilisation of Annual Teaching Plans, lack of technological knowledge, lack of internet connectivity, and poor digital infrastructure at schools, and in towns and cities in South Africa. The study aims to show that the Department of Basic Education faces the key imperative to provide continuous teacher professional development and concomitant online learning materials that can facilitate meaningful enactment of online formative assessment in various educational settings while policy is needed to ensure that every student has access to data and internet resources.

This study examined feedback in South African university first-year accounting classes. Teachers' complex approaches are based on their subject matter and pedagogical competence and their views about learning. Among the many approaches is feedback teaching. Feedback is providing performance-related information during or after class sessions or tasks. Feedback improves teachers and students and restructures knowledge. Accounting education found cognitively determined feedback strategies that promote information retention. Cognitivism underpins this paper. Cognitivism and accounting education share intellectualism, critical thinking, deep learning and information retention, long-term memory, and complicated problem-solving. Accounting feedback improves fundamentals. Cognitivism dominates accounting education. This work used exploratory qualitative research. This study selected three first-year accounting professors from different campuses. Participants' feedback knowledge, practices, and challenges were collected through semi-structured interviews. Participant reactions validated the findings. Thematically evaluated data. The study examined feedback comprehension, implementation techniques, and challenges. Accounting professors use feedback differently, which affects teaching and learning. Participants also listed many challenges to their practice.