Analysis of Elementary Pre-service Teachers' Perceptions of University Supervisors' Competencies: A Qualitative Study Using Focus Group Interviews

This study was conducted to deeply analyze elementary pre-service teachers’ perceptions of the competencies and roles of university Supervisors. The results of qualitative analysis using focus group interviews (FGI) are as follows. That is, elementary pre-service teachers’ perceptions of the competencies and roles of university Supervisors were largely divided into five content areas: Supervisor and Model, Communicator and Encouragement, Teaching-Learning Expert, Guidance/Classroom Management Expert, Scholar and Researcher, 13 categories, and 40 subcategories. Specifically, pre-service teachers perceived that Supervisors function as supervisors and models who manage and supervise teaching practice, provide psychological stability and encouragement through case sharing and indirect experience, provide specific guidance advice on class management, explain guidance methods according to students’ characteristics and interests, and provide academic explanations as scholars. On the other hand, prospective teachers also presented different positions on the competencies and roles of university Supervisors. Therefore, teacher training institutions should clarify the standards and scope of the competencies and roles of university Supervisors and continuously strive to provide educational, institutional, and educational support to support them. This study is significant in that it can contribute to improving the quality of teaching practicum in the long term by deeply examining the competencies and roles of university Supervisors from the perspective of the users through FGI analysis, substantially expanding the role of university Supervisors, and institutionalizing the support system.