Approaches in science teacher preparation: a comparative study of England and Zimabwe
Approaches in science teacher preparation: a comparative study of England and Zimabwe
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.
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Maringe, Felix
87437772-d86d-4d6e-9553-53884eb7d1da
10 April 2005
Maringe, Felix
87437772-d86d-4d6e-9553-53884eb7d1da
Maringe, Felix
(2005)
Approaches in science teacher preparation: a comparative study of England and Zimabwe.
Education-Line, .
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.
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Published date: 10 April 2005
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Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005
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Local EPrints ID: 46640
URI: http://eprints.soton.ac.uk/id/eprint/46640
ISSN: 0007-0637
PURE UUID: 919ecdaf-a15b-445a-a337-594fdaca1516
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Date deposited: 18 Mar 2010
Last modified: 11 Dec 2021 16:35
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