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Comparing the Feedback of University Supervisor and Cooperating Teachers for Preservice Science Teachers within the Scope of Pedagogical Content Knowledge

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  • المؤلفون: Isik Saliha Karal Eyüboglu (ORCID Isik Saliha Karal Eyüboglu (ORCID 0000-0002-6966-9947)
  • اللغة:
    English
  • المصدر:
    Journal of Theoretical Educational Science. 2024 17(1):145-168.
  • الموضوع:
    2024
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Availability:
      Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
    • Peer Reviewed:
      Y
    • المصدر:
      24
    • Education Level:
      Higher Education
      Postsecondary Education
    • الموضوع:
      Feedback (Response); College Faculty; Preservice Teachers; Science Teachers; Pedagogical Content Knowledge; Preservice Teacher Education; Mentors; Reliability; Foreign Countries
    • الموضوع:
      Turkey
    • ISSN:
      1308-1659
    • نبذة مختصرة :
      To comprehend the perspectives of school and university mentors in evaluating practicum experiences based on educational reform, this study aimed to investigate the feedback, within the framework of pedagogical content knowledge, provided by two cooperating teachers and a university supervisor to preservice teachers. Observation and document were used for data collection. Data collected within the context of the Teaching Practice course were analyzed deductively, considering the components of pedagogical content knowledge. Findings showed that although feedback given by mentors was positive or corrective, specific changes suggested by mentors about the preservice teachers' teaching practices were rather corrective. Although mentors' feedback seems to be concentrated in the fields of 'instructional strategies and representation' and 'pedagogy,' the majority of feedback provided in other PCK components points out those mentors focused on student learning within the knowledge of 'student understanding'. Feedback indicated that mentors especially attached importance to students' understanding of the subject and active participation in the learning, which are the goals of a science teaching program. The other aims of teaching based on inquiry and students' self-responsibilities in learning seemed to be in the background. Although mentors' feedback pointed out some differences in the categories of curriculum and assessment, they were consistent in general.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2024
    • الرقم المعرف:
      EJ1415465