Development of Supervision Model for Professional Practicum to Enhance Student Science Teachers’ Pedagogical Content Knowledge
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Developing a supervision model for the teaching practicum is crucial for enhancing the pedagogical content knowledge (PCK) of student teachers. This research aimed to: 1) develop a supervision model for science student teachers during their teaching practicum; 2) examine the orientations toward science teaching of student teachers; and 3) investigate the PCK of science student teachers. The study involved 35 participants, using assessment forms, orientation tests, and PCK evaluation tools. Data were analyzed using descriptive statistics and content analysis. The findings revealed that: 1) the CURE supervision model, based on a growth mindset framework, effectively supported development through self-awareness, reflection, refinement, enhancement, and embracing challenges; 2) student teachers’ orientations shifted toward inquiry-based approaches, although gaps remained between their stated orientations and actual classroom practices; and 3) the model successfully developed PCK in aligning objectives with learning indicators, assessing students' prior knowledge, and selecting appropriate instructional media. While teaching orientations showed positive development toward inquiry-based approaches and PCK improved, discrepancies between orientation and practice persisted, highlighting the need for continuous experience and professional development.
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