Abstract
Field experience is one of the most influential components in preparation of pre-service teachers in a teacher education programme. College supervisors have an important responsibility of supporting and guiding interns during this period. For supervisors' feedback to be effective in leading to change in interns' classroom practice, it should be well received by the teachers at whom it is directed. This study was an attempt to understand how interns felt about the feedback they received from their college supervisors during their internship in school and identify those aspects of the feedback which helped them become reflective teachers. The study brings to light several aspects of supervision including those that helped them improve classroom practices as well as others which invited disapproval or were considered unproductive.
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