University Supervisors Research Articles

Enhancing Fieldwork Supervision During Early Childhood Inclusive Practicum Placements

This manuscript outlines a collaborative initiative among four state universities to enhance practicum and field-based experiences for early childhood education (ECE) candidates. Grounded in research highlighting the impact of early childhood experiences, the collaboration addresses challenges in the ECCE workforce by fostering inclusive decision-making and engagement with ECCE partners. Through dialogue and partnership, the initiative aims to ensure comprehensive training and support for future early childhood educators. It highlights the evolution of practicum experiences, emphasizing collaborative relationships between novice teachers, mentor teachers, and university supervisors. Key components include the creation of universal training modules and an open-source platform to house training materials. The manuscript concludes with recommendations for enhancing practicum experiences and addressing workforce challenges, emphasizing ongoing collaboration and partnership in promoting high-quality early childhood education.

A Responsive Internship Program from the Viewpoint of Beginning Teachers

The final semester of a four-year education course involves a student teaching or internship period that poses a number of challenges to cooperating teachers, college supervisors, student teachers, and school administrators, among other stakeholders. This stage connects the theoretical and practical in real-world learning environments, acting as a pillar in the professional development of future educators. A seamless transition from theory to practice is made possible by responsive internship programs that integrate classroom experiences with pre-service training in response to evolving educational demands. This study explores the perspectives and experiences of pre-service teachers in internship programs using a qualitative phenomenological approach. Semi-structured interviews with stakeholders in Visayas, Philippines provide priceless information about program effectiveness and areas for improvement. Important issues come to light, highlighting the need of preparing teacher interns with flexible abilities, incorporating technology, learner-centered approaches, encouraging cooperation between organizations and educational institutions, and professionalism. Experiential learning and exposure to a range of student populations are essential for refining instructional strategies and fostering professional development. The study provides valuable information that may be utilized to improve internship programs, which in turn helps to foster the professional growth of new teachers and improves students’ educational achievement.

Warning! This is not your typical mentor training: an invitation to explore a video-based mentor training to prepare mentor teachers for their roles in the classroom

PurposeThe purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools.Design/methodology/approachThe authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes.FindingsFollowing the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides.Practical implicationsThe video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice.Social implicationsMentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs.Originality/valueThe authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

EFFECT OF SAVING LITERACY ON INVESTMENT DECISION AMONG SECONDARY SCHOOL TEACHERS IN MERU COUNTY

The education sector in Kenya receive the largest share of the country's budget, with a significant portion allocated to paying teachers' salaries, as they constituted a large portion of the employed workforce. This study aimed to assess the effect of saving literacy on investment decisions among public secondary school teachers in Meru County, Kenya. It investigated why teachers in Meru County struggled to invest for their future and explored the role of their financial literacy in contributing to this issue, as indicated in the Solution SACCO annual report for the year 2022. The study was anchored under Financial Literacy Theory. Empirical analysis was conducted based on the study's objectives and conceptual framework. The target population for the study consisted of 1,825 teachers from public secondary schools in Meru County. A descriptive research design was employed, gathering data from primary and secondary sources. Purposive sampling was used to select accessible schools in the nine sub-counties within Meru County, while a simple random sampling technique was applied to select 328 respondents. A self-administered questionnaire was tested on 30 respondents from Tharaka Nithi County, constituting 10% of the sample size, and feedback from the university supervisors was used to address any ambiguities or irrelevant questions. The researcher distributed and collected questionnaires using the drop-and-pick method. After collecting the data from the field, it was reviewed to identify errors such as spelling mistakes and unanswered questions. The data was then coded and entered into the Statistical Package for Social Sciences (SPSS) for analysis. The findings were presented through tables, and regression analysis, ANOVA tests, and coefficients of determination were conducted to examine correlations and establish the model equation. Descriptive statistics were used to calculate mean values and standard deviations, and Pearson correlation analysis was employed for hypothesis testing. Subsequently, the findings were compiled into summaries, reports, and frequency distribution tables. The analysis of multiple regression indicated that the R^2 value stood at is 0.691, suggesting that the variables related to financial literacy accounts for 69.1% of change for variation in investment decisions made by TSC teachers in public secondary schools in Meru County. The findings concluded that employees generally exhibit prudent financial practices, as seen in their efforts to avoid loan defaults, read credit terms carefully, repay borrowed money promptly, and use unsecured loans judiciously. The study recommended for adoption of a culture that emphasizes saving and investing among teachers in the Teaching Service Commission (TSC) and suggest for an attempt to explore non-economic elements that might affect teachers' investment decision-making processes. KEY WORDS; saving, financial literacy,

Articulating the supervisory functions of university supervisors in vocational education and training teaching internship

This article examines supervisory practices in vocational education and training teaching internships within a blended-learning system. Using a multiple-case study of five triads made up of a university supervisor, a cooperative teacher from the workplace and a student teacher, practices were analysed through the lens of supervisory functions: support, mediation between theory and practice, collaboration, evaluation and internship management. Findings show that support and evaluation practices are dominant within triads. The management function is characterized by practices surrounding the selection and use of digital tools to supervise student teachers in a blended-learning system. The collaboration function appears to be inconsistent from one triad to another, while the mediation between theory and practice function plays a limited role in the practices of all supervisors, despite being identified as one of their main responsibilities.

A Connective Tissue: University Supervisors/Coaches within a Teacher Residency

ABSTRACT This critical ethnographic project explores the role of university supervisors and coaches (USCs) working with pre-service educators within a teacher residency in a Southeastern U.S. city. The project explores the research questions: how do university supervisors and coaches within a teacher residency support pre-service teachers in navigating the university, district/placement school, and classroom? Similarly, how did a USC sense-making space help USCs in thinking through how to support their pre-service educators? Critical ethnographic methods including participant observations, interviews, and document analysis were utilized. The USC sense-making space operated as a third-space where the USCs worked together in ways that went beyond the either-or (university or school knowledge) to draw direct connections between theory and practice, and the different institutions. The pre-service educators noted how the professional development sessions, one-on-one coaching, personal and professional de-briefs, and more general support aided in navigating the first year of residency programming. Similarly, monthly professional development sessions supported pre-service educators in connecting theory to practice. However, working within/across institutions came with complexities as there were issues with navigating power relations across the various relationships. The USCs operated as a connective tissue for pre-service educators maneuvering the multiple intersecting institutions.

English as a Foreign Language (EFL) teaching practicum: Problems and suggestions for solutions

Although studies on the teaching practicum experiences of pre-service English teachers have tried to identify some problems and offer solutions, research addressing the issue from the perspectives of all stakeholders by examining both the expectations of pre-service teachers and the potential problems they face in this process is rather limited. In this regard, as part of a larger project, this session aims to uncover prospective English as a Foreign Language (EFL) teachers’ expectations and problems during the practicum process based on the opinions of various stakeholders. 160 pre-service teachers studying in the final year of an English language teacher education program, 22 teacher educators, and 39 English teachers supervising those teacher candidates during the practicum process participated in the study. Data came from two sources: reflective reports requested from all participants of the study in the fourth and eighth weeks of the 12-week practicum process and the focus group interviews conducted with five pre-service teachers, five university supervisors, and five cooperating teachers. The analyses documented problems related to pre-service teachers, their teaching skills, classroom management, pupils, teaching procedures, and school context. Maximizing practice opportunities in quantity and quality and higher levels of communication and interaction among the stakeholders were the main suggestions as solutions to problems. These recommendations and some suggestions for future research will potentially increase the quality and effectiveness of the practicum process.

Engaging elementary mathematics specialists: Strengthening the connections between university coursework and practice

AbstractElementary teachers are underprepared to teach mathematics, and there is a lack of field‐based support for mathematics‐specific pedagogies in the elementary grades. To address this theory to practice gap, we developed an innovative model of fieldwork that draws on the expertise of in‐service teachers (elementary mathematics specialists [EMSs]) who had recently completed a K–5 mathematics endorsement to work in the role of university supervisors supporting beginning teachers (BTs) in initial fieldwork. We argue that this model has three key aspects that will support BTs bridging the theory to practice gap: (1) as in‐service teachers the EMSs are keenly connected to the context of schools; (2) recent experience in university coursework in mathematics while serving as in‐service teachers required the EMSs to navigate the theory to practice gap themselves; (3) one‐on‐one mentorship supports strong and trusting relationships. Drawing on data from a 3‐year study we found that EMSs brought intimate knowledge of the school context and knowledge of the mathematics‐specific pedagogies taught at the university. These connections to the field and the university allowed EMSs to support BTs in implementing research‐based practices in their mathematics lessons that went against the norms of their school settings.

The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study

ABSTRACT This study investigates the development of critical thinking skills among EFL pre-service teachers during their teaching practicum. The participants comprised three pre-service EFL teachers, belonging to a teaching practicum group that included one university supervisor and three middle school mentors. Data were collected through video recordings of group meetings conducted during the practicum and interviews with the pre-service teachers. Analysis of the data revealed a gradual development of critical thinking among the pre-service teachers over the course of the teaching practicum. They attributed this development to several factors, including the guidance provided by the university supervisor and middle school mentors, peer communication, and the practice of evaluation during the practicum. The implications of these findings are discussed in light of the analysis, offering insights for teacher education programmes aiming to foster critical thinking skills among pre-service teachers.

Influence of Principals’ Promotion of Professional Development of Teachers on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya

Effective professional development should take cognisance of the needs of teachers, learners and school context. It has been established by research studies that divergent and overlapping policies as well as dysfunctional schooling cultures have frustrated impact of professional development of teachers on good quality learning outcomes. The purpose of this study was to investigate the Influence of Principals’ promotion of teachers’ professional development on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools in Kisii County, Kenya The objective of this study was to: explore the influence of Principals’ promotion of professional development of teachers on learners’ academic performance in K.C.S.E.in Kisii County. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O.Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O.Ds and 252 teachers. Census sampling to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using word verbatim from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a weak positive insignificant influence between promotion of professional development of teachers (r=.011, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis were upheld. These results were supported by Principals’ interviews which indicated that professional development programmes are not context specific. It is hoped that the findings of this study would provide information that would form a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.

Being an effective English teacher through internship: Voices from the involved parties

The Indonesian national curriculum encourages higher education stakeholders to provide an internship program to increase students’ employability. In the field of education, an internship comes in the form of a teaching practicum where all interns or prospective teachers get hands-on experience in schools to develop the characteristics of effective teachers. To identify areas for improvement in the running program, gathering insights from those involved is necessary. The current case study details how the internship program facilitates effective teaching for prospective teachers. This research also discussed recommendations from involved parties to obtain reliable references to improve the program. The data were collected by interviewing four prospective teachers, two university supervisors, and two mentor teachers. This study used transcribing, member checking, and coding to analyze the interview results. The data revealed that the four steps in the program, i.e., deployment, observation, coaching, and teaching practices, helped the prospective teachers to build a robust construct of effective teachers, including socio-affective skills, pedagogical competence, content knowledge, and personal qualities. Additionally, the findings demonstrated the participants’ suggestions related to several technical issues of the program and recommendations to the prospective teachers regarding what they should do in joining the program. Regardless rooms of improvements that the program should follow-up, all participants agree to say that the practice teaching facilitates prospective English teachers to develop competencies of being an effective teacher.

Agree to Disagree: Multiple Methods to Assess Rater Agreement During Student Teaching

ABSTRACT To meet accreditation expectations, teacher preparation programs must demonstrate their candidates are evaluated using summative assessment tools that yield sound, reliable, and valid data. These tools are primarily used by the clinical experience team – university supervisors and mentor teachers. Institutional beliefs regarding best practices and external stakeholder demands often influence the design, execution, and evaluation of these tools, and the scholarly literature is robust with studies of the design and execution of the tools. This study extends prior research to investigate, in a novel way, evaluation of the tool and discrepancies among raters in the data yielded by the instrument. How important is interrater agreement on summative assessment tools in the student teaching experience? Should we simply dismiss these differences, forge ahead to minimize disagreement, or seek to better understand how and why limited agreement might occur? In this paper, we explore methods to evaluate interrater agreement between mentors and university supervisors and the ways in which these data can inform purposeful continuous programmatic improvement. Furthermore, we contend that “less is more,” as our data findings reveal similar outcomes with both simple and more complex statistical methods of examining agreement.

Quality Supervision of Preservice Teachers in Field Experiences: Strategies and Practices for PETE Programs

Quality supervision is essential for preservice teachers’ (PSTs) development of teaching effectiveness, because it purposefully structures PSTs’ learning experiences in a systematic and developmentally appropriate manner, provides specific feedback, includes formal and informal assessment of PSTs’ teaching, and facilitates opportunities for PSTs to reflect on and adapt their teaching. However, with the increasing challenges and demands of supervision in school settings, supervisors often find themselves frustrated and less supported. This article aims to address these issues by presenting four valuable strategies and their associated practices that physical education teacher education (PETE) programs and supervisors, particularly university supervisors, can employ while supervising PSTs. These strategies are: (a) establishing a supervision structure, (b) refining the evaluation system, (c) varying supervisory approaches, and (d) integrating educational technology. Associated practices within each strategy and resources are included as well. By actively adopting these practices, PETE programs can elevate their supervision quality, with a positive effect on the teaching effectiveness of their PSTs.

Memory and relationships: A look into teachers' recollection of supervisory feedback

AbstractIn public schools in the United States, the work of an ESOL student teacher is characterized by relationships with multiple mentors, including a university supervisor. Through retrospective narrative accounts, this study examines what currently practicing teachers of multilingual learners retained of their supervisors' feedback from their student teaching days, and what nuggets of supervisory wisdom continue to resonate with them throughout their teaching careers. The researchers developed this qualitative study using a social constructivist lens informed by Carless and Winstone's (2023) feedback literacy dimensions. Interviews were conducted with eight current teachers to probe their recollections of supervision and integration of supervisory feedback into their practice. Findings suggest that the participants recalled a sprinkling of memories and continued to draw on a few pieces of supervisory advice in their current practice. Supervisors and student teachers demonstrated design, relational, and pragmatic dimensions of feedback literacy, though the relational (i.e., the quality of the relationship between supervisor and student teacher) was the most enduring, even if the specifics of the supervisory feedback faded. Implications suggest that teacher education programs can hone the purpose, mission, and methods of supervision by targeting the dimensions of feedback literacy to make supervisory feedback more constructive and impactful.

Kurdish EFL Student Teachers’ Perceptions Towards Their School-Based Teaching Practice Course

ABSTRACT: Teaching practice holds paramount significance within the domain of teacher education and training, providing student teachers with a tangible opportunity to acquire practical knowledge and firsthand experience in the dynamics of schooling and classroom pedagogy. This study set out to investigate the perceptions of EFL student teachers regarding the school-based teaching practice course in four colleges of education and basic education in Duhok province of the Kurdistan Region-Iraq. A combined qualitative and quantitative methodological approach was used to gather the research data. A paper and online questionnaire provided quantitative data from 132 participants, complemented by conducting semi-structured interviews with 16 student teachers. The results showed that the teaching practice experience was deemed ineffective and inadequate in preparing to become qualified EFL teachers. The results further revealed that the majority of the elements involved in the topic being studied were deemed unsatisfactory and there were multiple areas for improvement in the phenomenon. The implications of these findings extend our understanding of the process and procedures of the teaching practice course in this specific context. The findings presented add to our understanding of the various aspects of the subject. The research has the potential to inform policy decisions and practical interventions, thereby positively influencing the field and leading to tangible improvements. This study holds significant importance as it addresses a critical gap in existing research, shedding light on an area that has thus far been underexplored. A significant limitation of the current study is its exclusive focus on student teachers as the primary data collection subjects. Therefore, future research should consider investigating the perspectives of other stakeholders involved in the teaching practice, including university supervisors, school principals, representatives of English departments, the course developers, and focal persons.

Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community

ABSTRACT Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or inadequate. This study aims to examine how positioning preservice teachers as practitioner researchers while belonging to a learning community can facilitate PSTs’ enactment of AfL during their school placement. It draws on the triangulation of different qualitative data sources, e.g. focus group, researcher’s field notes, testimonial survey, and school placement report, inquiring the practice of eight PSTs and the interaction within a learning community supported by a researcher, university supervisor and cooperating teachers. Despite belonging to the same learning community, PSTs struggle differently in embedding assessment in the learning experiences, including students, and facilitating students’ understanding of feedback and the teaching-learning process. Teacher education programmes are prompted to consider how best to support PSTs enacting AfL practices.

Reimagining doctoral success for "non-traditional students": A phenomenological inquiry into the experiences of emerging researchers

Against the backdrop of a transforming doctoral education landscape and the emergence of non-traditional doctoral students, this article investigates strategies to promote the success of students balancing academic studies and their careers. Prevailing discussions on doctoral success strategies have often centred on “traditional” doctoral students. This article examines the doctoral success challenges confronted by “non-traditional” doctoral candidates who pursue higher education at different stages of their lives, often juggling such with work and family or other responsibilities. The study was informed by Ward and Brennan’s model to analyse the compatibility of student-doctoral education. This framework introduces the concept of student-doctoral fit that asserts that non-traditional students achieve optimal success when there is alignment between the student’s values and those upheld by their organization and social structure. Therefore, doctoral success for non-traditional students lies in the alignment of three main spheres, namely, the 1) student-doctoral environment, 2) student vocation, and 3) the student-doctoral culture. In-depth semi-structured interviews were conducted with 15 non-traditional doctoral students employed by a research organization. The findings underscore the intricacies of balancing academic and professional demands, shedding light on the challenges arising from the lack of integration between academic work and doctoral pursuits. They highlight the need to challenge the conventional separation of these facets. Notably, participants highlighted that they received more substantial academic training and support from the research organization and work mentors, emphasizing the variable nature of support by university supervisors. Given that the majority of challenges reported revolve around the fit between the student-doctoral culture and environment, it is recommended that research organizations and universities collaborate and establish robust support structures. This collaborative approach is essential to ensure academic success and facilitate non-traditional doctoral students’ smoother transition into professional careers

Eye tracking in a teaching context: comparative study of the professional vision of university supervisor trainers and pre-service teachers in initial training for secondary education in French-speaking Belgium

This study explores the visual strategies of University Supervisor Trainers (UST) for teachers [Upper Secondary Education Teaching Certification—Agrégation de l’Enseignement Secondaire Supérieur (AESS)] in French-speaking Belgium and the pre-service teachers (PT) they train. It aims to understand how these two groups observe a teaching situation, on video, using an eye-tracking device. The video shows the start of a geography lesson given by a trainee in a primary school class. Three research questions were formulated, examining (a) the actor observed (the trainee, the pupil working groups and 4 pupil profiles present in the scene), (b) the visual strategies used to access these actors, and (c) the visual itineraries when a planning error by the trainee is presented on the screen. To answer, we chose to carry out an analysis based on oculometric indicators (fixing, visit, and first view). The results show that UST and PT focus their attention on the same groups of students. However, they do not do so in the same way. UST adopt visual strategies that are distinct from those of PT, thus aligning their approaches with those of expert teachers in other studies using eye tracking. Within these strategies, we highlight two important points: (a) the emergence of dynamic and floating visual strategies in the UST, characterized by more frequent revisits (significantly validated) and fixations of shorter duration than in PT; and (b) less fixation of UST in observing students who are very active in class compared to PT. Finally, the specific analysis of the UST gaze itineraries at the time of the trainee’s planning error reflected both common elements (e.g., teaching tools) and divergent elements (e.g., checking pupils).

Dynamics of teaching practice in South Africa: A nexus between theory and practice

Teaching practice is organized to prepare student-teachers by providing skilled supervision, practical experience, mentoring and support, collaborative learning, and insightful practice. However, it has been found that when student teachers embark on teaching practice, they find it hard to put into practice the theoretical knowledge they have acquired in teacher training institutions. The study aimed to explore how this program is organized to equip student-teachers with skills for handling learners' academic needs in schools, the challenges encountered by student-teachers during teaching practice and possible solutions. For this interpretive, qualitative case study research, two universities were purposively sampled and in each of the universities, three university supervisors and four student teachers were selected. Semi-structured interviews and observations were used as data collection tools. The findings indicated that even though teaching practice is a well-organized programme, challenges were noted. The findings indicated that to a certain degree, teaching practice appears to be fragmented, thus ineffective in assisting student-teachers, and this was evident from the student-teacher’s inability to cope with teaching tasks. Conflicts between teachers and school managers, overcrowded classrooms, misbehaving learners, and unavailability of resources emerged as challenges. The study also reported a gap between theory and practice as student teachers failed to integrate theoretical knowledge with practice. The study recommended a close relationship between teacher training institutions and schools so that when students embark on teaching practice, they can relate to the real complexities of teaching in schools, thus this will bring about the implementation of theory to practical teaching experience.

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

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.