Approaches in science teacher preparation: a comparative study of England and Zimabwe


Maringe, Felix (2005) Approaches in science teacher preparation: a comparative study of England and Zimabwe. Education-Line, 1-21.

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Description/Abstract

Science education is considered a vital tool for development across the world. The importance of well trained science teachers essential for preparing students to function effectively in an increasingly technological and information based environment is well documented.

Despite a convergence in belief on the assumptions of science and science teaching and learning based on notions of constructivism, inquiry and reflective practice, sharp distinctions exist in the way science teachers are prepared. While such distinctions may reflect national and even institutional contextual factors, there are structural, programmatic and process elements that appear to be eroding the commitment to the basic values in science teacher preparation.

The paper, based on evidence obtained through interviews of science teacher educators and the analysis of curriculum documents in England and Zimbabwe identifies threats to the key assumptions of science and science teaching and argues for a re-examination of practice in the two countries.

Item Type: Article
Additional Information: Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005
ISSNs: 0007-0637 (print)
Related URLs:
Subjects: Q Science > Q Science (General)
L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education > Leadership, School Improvement and Effectiveness
ePrint ID: 46640
Date Deposited: 18 Mar 2010
Last Modified: 27 Mar 2014 18:30
Contact Email Address: fm2@soton.ac.uk
URI: http://eprints.soton.ac.uk/id/eprint/46640

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