Abstract
Abstract
 This study explores that feedback becomes effective when it is purposeful. Feedback should provide in such a way that the prospective teachers must reach the specific purpose and learning goal behind the practicum experience i.e. the change in teaching behavior and to become a more professional teacher. If provision of feedback does not fulfill the purpose behind the process then it is just the wastage of time. Systematic literature review was used as a research methodology and detailed literature was cited to see all aspects of feedback and mentoring to improve practicum. Feedback becomes effective only when it provides information to the prospective teachers either they are performing their tasks to achieve their learning goals properly or they may need some correction. It is evident from the literature that there is a significant difference in the role of mentor and supervisor. Mentors play the role of advisor, friend, guide and counselor while supervisors play the role a teacher, assessor and boss.
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