The Curriculum of the Nigeria Certificate in Education (NCE) has implications for the Curriculum of the 9-yearBasic Education (BEC) programme in Nigeria. Hence the National Commission for Colleges of Education (NCCE)came up with a vision of producing well motivated teachers with high professional integrity and competence. Boththe in-service and pre-service teachers need to be conversant with the content of the 9– year Basic EducationCurriculum (BEC). Are there implementation synergies in the topics, laboratory exercises and nature of assessmentin the NCE integrated Science and the 9-year basic science curricula as perceived by the in-service and pre-serviceteachers who are recipients of the NCE-integrated science curriculum and who also implement the 9-year basicscience curriculum? 4 research questions and 4 research hypotheses guided this study. A sample of 180 pre-serviceand in-service basic science teachers who are recipients of the new 2012 NCCE Curriculum in Integrated-sciencefrom the South – South Geo-political zones in Nigeria were used. A 4-point Likert scale ’24-item questionnaire’called the Curriculum Implementation Synergy Questionnaire was used to obtain data. A cronbach alpha reliabilityco-efficient of 0.75 was obtained. Results showed that a larger proportion of both pre-service and in-service teachersagreed that there was high level of synergy in both curricula. It is recommended that the few topics and laboratoryexercises not found in both curricula should be added and the present basic science teachers who are not recipient ofthe present curriculum should be trained in line with the present curriculum.

The study examined the relationship between perceived self-efficacy of pre-service basic science teachers and teaching practice performance in colleges of education in Delta State, Nigeria. One hundred and twelve (112) pre-service basic science teachers were selected from two colleges of education in Delta State. Forty-six (46) from College of Education l (COEI) while sixty-six (66) from College of Education II (COEII). The study tested three hypotheses derived from the three research questions. The independent variable was perceived self-efficacy of the pre-service basic science teachers, the dependant variable was teaching practice while the moderating variables were two colleges of education of the pre-service science teachers. The instruments used were “Teaching Practice Assessment Score Instrument (TPASI)” and the “Pre-Service Science Teachers Perceived Self Efficacy (PSTPSE)” with thirty (30) questions. Person correlation was used to test the hypotheses. The results showed that the three null hypotheses were accepted. The hypothesis one is accepted because there was no significant relationship found to exist between the pre-service basic science teachers perceived self-efficacy and their teaching practice assessment scores. Also, no significant difference was found between COEI and COEII pre-service basic science teachers‟ perceived self-efficacy scores and their performance in teaching practice. Finally, for all the pre-service basic science teachers irrespective of their subject combination, there was no relationship between their perceived self-efficacy and the teaching practice assessment. Consequently, it was recommended that there should be a reform in pre-service teacher education programmes in all our teachers training institutions; it can help to develop and improve teacher education programmes and pre-service teaching practice; this reform should aim at strengthening both content and pedagogical knowledge of pre-service teachers.