The “Scientization” of Science Teacher Preparation and Professional Development in South Africa

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The document discusses the "scientization" of science teacher preparation and professional development in South Africa. It provides background on the shortage of skilled science teachers and need to link indigenous knowledge to science education. South Africa ranked last in various international assessments of student science achievement. The study aims to identify the impact of scientization on South African science teaching by examining teacher qualifications, perspectives on teaching science, types of professional development, and the relationship between these factors and teaching methods implemented.

The “Scientization” of Science Teacher Preparation and Professional Development in South Africa Alexander W. Wiseman Lehigh University [email_address] Presented at the 2011 Comparative and International Education Society Annual Meeting Montreal, Canada

“ Scientization” & Contextualization ,[object Object],[object Object],[object Object],___ Drori, G. S., Jang, Y. S., & Meyer, J. W. (2006). Sources of Rationalized Governance: Cross-National Longitudinal Analysis, 1985-2002. Administrative Science Quarterly, 51, 205-229. Treu, P., Olivier, M. A. J., Bean, P., & Van der Walt, J. L. (2010). A Group of Educators' Stance on the Implementation of South Africa's Further Education and Training Curriculum. Teaching and Teacher Education: An International Journal of Research and Studies, 26(2), 343-350.

Background & Context ,[object Object],[object Object],[object Object],[object Object],___ Hammett, D. (2008). Disrespecting Teacher: The Decline in Social Standing of Teachers in Cape Town, South Africa. International Journal of Educational Development, 28(3), 340-347. Howie, S., & Scherman, V. (2008). The Achievement Gap between Science Classrooms and Historic Inequalities. Studies in Educational Evaluation, 34(2), 118-130. Ogunniyi, M. B. (2007). Teachers' Stances and Practical Arguments Regarding a Science-Indigenous Knowledge Curriculum: Part 1. International Journal of Science Education, 29(8), 963-986. Steyn, H. J., & Mentz, E. (2008). Teacher Training in South Africa: The Integrated Model as Viable Option. South African Journal of Higher Education, 22(3), 679-691.

Relevance of Science Education ,[object Object],[object Object],___ Ramirez, F. O., Luo, X., Schofer, E., & Meyer, J. W. (2006). Student Achievement and National Economic Growth. American Journal of Education, 113(1), 1-30.

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TIMSS 2003 ,[object Object],[object Object],[object Object],[object Object],[object Object],___ Martin, M. O. (Ed.). (2005). TIMSS 2003 User Guide for the International Database. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.

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In Kenya, subjects that students choose have a lot of influence on their careers. The Ministry of Education (MOE) in Kenya requires that secondary school students register for a minimum of seven and a maximum of nine subjects when they join form three. These subjects are grouped into various categories including; Sciences, Languages, Humanities, Technicals and Foreign languages. Agriculture is grouped among the many Technical subjects, which students only select one, despite its prospects in several careers like veterinary medicine, zoology, forestry and teaching among others. This situation of subject choice is the same in Uriri Sub-County where several technical subjects are offered in secondary schools. In the recent past, the number of students taking Agriculture has recorded an increase. Due to the key importance of Agriculture in the economy, there is need to maintain this upward trend. This study sought to find out the influence of involvement in peer group activities and students’ interest on the choice to study Agriculture among secondary school students in Uriri Sub-County. The study employed ex-post facto research design. The target population in the study was 262 form three students who had opted for Agriculture. 152 Agriculture students were drawn by proportionate stratified random sampling. A questionnaire with closed ended items was used to collect data. Data collection was preceded by a pilot test whose analysis resulted in a reliability coefficient of 0.78 indicating that the instrument was reliable. Data was analysed using SPSS package version 22 and presented using frequencies and percentages. Inferential statistics (chi-square) was used test hypotheses at α=0.05. Involvement in peer group activities was found to be high but did not statistically influence the choice of Agriculture while students’ interest in Agriculture was high and statistically influenced the decision to study Agriculture.

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