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

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