Analysis of supervisor’s written feedback addressing pre-service science teachers’ pedagogical content knowledge during teaching practice

Abstract

The feedback received during teaching practice (TP) has a lasting impact on pre-service teachers’ teaching knowledge and practice among the learning experiences of the teacher education program. This study analyzed written feedbacks offered by supervisors to pre-service science teachers (PSTs) (biology, chemistry, physics, health education, and mathematics) during TP observation generally, but with particular attention to those addressing pedagogical content knowledge (PCK). The study adopted a phenomenological design of qualitative research and written feedback in 40 PSTs’ lesson notes were analyzed using deductive thematic analysis. Apart from the few written feedback related to PCK, some were not specifying the teaching knowledge or practice they intend to correct or affirm. Majority of the written feedback addressed general pedagogical knowledge. The written feedback related to PCK was more generic to the science discipline than topic-specific. Conceptual teaching strategies and representation were the components of PCK addressed in the feedback. Based on the findings, it was recommended that the college supervisor should avoid offering feedback that specifies no direction of improvement during the supervision of PSTs during practicum.