Bridging theoretical knowledge with classroom practices: Effectiveness of Teaching Practicum for Perspective Teachers in Developing Pedagogical Skills

Abstract

This qualitative study explores the effectiveness of teaching practice in developing pedagogical skills among prospective science teachers. Through in-depth interviews, classroom observations, and reflective journals, the research investigates how hands-on teaching experiences, inquiry-based learning, mentorship, and diverse instructional strategies contribute to the professional growth of future educators. The findings reveal that real-world classroom experiences, supported by constructive feedback and mentorship, are crucial for bridging the gap between theory and practice. Additionally, the study highlights the importance of reflective practice, student-centered learning, and continuous professional development in fostering effective teaching strategies. The data was collected from teachers interviews and student focus groups who were engaged in teaching practice. The participants reported increased confidence, improved classroom management skills, and a deeper understanding of how to engage students in scientific inquiry. The research underscores the need for comprehensive, multifaceted approaches in teacher education programs to prepare prospective science teachers for the complexities of modern classroom