Criteria And Indicators For Assessing The Professional Competence Of Prospective Primary School Teachers During Teaching Practice

Abstract

Teaching practice provides an opportunity to evaluate whether prospective primary school teachers can apply professional knowledge in authentic classrooms. However, assessment becomes inconsistent when supervisors rely mainly on general impressions or isolated lesson observations. This thesis develops a criteria-based framework for examining professional competence through observable teaching behaviours and documented evidence. A qualitative synthesis of pedagogical scholarship and established teacher standards was used to identify assessment dimensions, operational indicators, evidence sources, and performance descriptors. The proposed framework combines instructional planning, classroom interaction, inclusive management, formative assessment, and professional reflection.