EDUCATIONAL PRIORITIES FOR ENHANCING ELEMENTARY SCHOOL PRE-SERVICE TEACHERS&#039; SCIENCE LESSON ENACTMENT COMPETENCE AFTER THE TEACHING PRACTICUM

Juwon Kim; Youlgi Kim; Yoonseul Park; Yuyeong Son; Sungman Lim

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

Title	EDUCATIONAL PRIORITIES FOR ENHANCING ELEMENTARY SCHOOL PRE-SERVICE TEACHERS' SCIENCE LESSON ENACTMENT COMPETENCE AFTER THE TEACHING PRACTICUM
Publication Type	Journal Article
Year of Publication	2026
Authors	Kim, J, Kim, Y, Park, Y, Son, Y, Lim, S
Journal	Journal of Baltic Science Education
Volume	25
Issue	3
Start Page	507-521
Pagination	Continuous
Date Published	June 2026
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	needs analysis, pre-service teachers, science education, science lesson enactment, teaching practicum
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.
URL	https://journals.indexcopernicus.com/search/article?articleId=4913736
DOI	10.33225/jbse/26.25.507
Refereed Designation	Refereed
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