Giving feedback done by cooperating teachers in field teaching practice is vital to the
development of EFL pre-service teachers in fulfilling teacher competences, especially
pedagogical competence because it deals directly with EFL pre-service teachers running
the teaching and learning process. Based on the phenomenon, the researcher is
interested in investigating the extent of cooperating teachers’ feedback on EFL preservice
teachers’ pedagogical competence and finding out their expectations on their
cooperating teachers during the process of giving feedback. The researcher conducted
questionnaire and interview to eight students of English Education Department of UIN
Antasari Banjarmasin who held field teaching practice from different cities around
South Kalimantan. The data were analyzed using Miles and Huberman’s theory that
consists of three main steps: data reduction, data display, and conclusion drawing and
verification. The resulting data revealed a high degree of satisfaction on the quality of
cooperating teachers’ feedback meeting EFL pre-service teachers’ pedagogical
competence. Besides, the result showed that cooperating teachers’ personal attributes in
non-standard mentoring practices and inconsistent approaches to giving feedback in
terms of: (1) frequency, (2) attitude, and (3) consistency of desired feedback become
the expectations of EFL pre-service teachers during the process of giving feedback.