EDUCATIONAL PRIORITIES FOR ENHANCING ELEMENTARY SCHOOL PRE-SERVICE TEACHERS' SCIENCE LESSON ENACTMENT COMPETENCE AFTER THE TEACHING PRACTICUM
EDUCATIONAL PRIORITIES FOR ENHANCING ELEMENTARY SCHOOL PRE-SERVICE TEACHERS' SCIENCE LESSON ENACTMENT COMPETENCE AFTER THE TEACHING PRACTICUM

Summary/Abstract: A persistent gap exists between university-based theoretical preparation and pre-service teachers' ability to enact science lessons in real classrooms. This study examined elementary school pre-service teachers' needs regarding science lesson enactment competence after the teaching practicum and identified priority areas for educational support. A questionnaire was developed from a literature review and interviews with pre-service teachers. The instrument consisted of two domains, eight subdomains, and 32 items. Data were collected from 100 pre-service teachers, and perceived importance and self-rated current performance were measured for each item. The data were analysed using paired-samples t-tests, the Borich needs assessment formula, and the Locus for Focus model. The results showed a statistically significant gap between perceived importance and self-rated current performance across all subdomains. Although participants regarded this competence as highly important, they rated their current performance substantially lower. Understanding learners, foundational knowledge, and facilitating inquiry and thinking were identified as the highest-priority areas, whereas educational materials preparation and lesson design showed lower relative priority. These findings indicate where teacher education programmes should provide stronger support after the practicum.

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