Difficulties in developing a curriculum for pre-service science teachers

Booi, Kwanele; Khuzwayo, Mamsi Ethel

doi:10.15700/saje.v39n3a1517

Cited by 9 publications

(6 citation statements)

References 18 publications

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“…In Article A9, according to Ornstein and Hunkins (2014), the reorganization of content knowledge in the context of the curricular design of broad fields implies the fusion of fragmented and compartmentalized content based on discipline of subjects related in areas of learning (as cited in Booi, 2019). Proponents of this trend praise this approach to curriculum development to facilitate the hybridization of content and knowledge both in the construction of knowledge and pedagogy, allowing students to make connections of the related topics and conceptual knowledge among disciplines.…”

Section: Curricula/curriculum (A6 A9 A27)mentioning

confidence: 99%

“…Proponents of this trend praise this approach to curriculum development to facilitate the hybridization of content and knowledge both in the construction of knowledge and pedagogy, allowing students to make connections of the related topics and conceptual knowledge among disciplines. Fogarty (1991) proposes several models for the implementation of knowledge integration: the integration of knowledge within the discipline could be carried out through "connected" models and "nested" models (as cited in Booi, 2019). Such models emphasize interconnections between disciplines by connecting concepts, skills, and ideas related to a topic.…”

Section: Curricula/curriculum (A6 A9 A27)mentioning

confidence: 99%

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The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

et al. 2021

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This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

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Section: Curricula/curriculum (A6 A9 A27)mentioning

confidence: 99%

Section: Curricula/curriculum (A6 A9 A27)mentioning

confidence: 99%

The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

et al. 2021

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“…Effectively developed curriculum should meet the current needs of the society served (Alsubaie, 2016). But, Booi and Khuzwayo (2019) found that there were gaps in curriculum structure, in what the curriculum structure expects from teacher knowledge, and teacher education. Student teachers who obtain a teacher qualification should be competent and effective when they apply content knowledge (Du Toit, 2011).…”

Section: Bachelor Of Education Curriculum Design and Developmentmentioning

confidence: 99%

“…Teacher education curriculum should help teachers to be able to continually access knowledge and carry investigations in their field of work (Darling-Hammond, 2006). A study conducted by Booi and Khuzwayo (2019) found that Bachelor of Education programmes in South African universities encountered hardships in obtaining accreditation as they were not competently developed. University academics were not well-equipped with curriculum design and development skills and lacked expertise in this area.…”

Section: Bachelor Of Education Curriculum Design and Developmentmentioning

confidence: 99%

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Msimanga

2020

IJLTER

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This study explored how the curriculum structure of the Bachelor of Education in economics teaching qualification at one South African university impacts on content knowledge of economics student teachers. Document analysis was undertaken on the university’s Faculty of Education prospectus. Due to meetings restrictions during lockdown, email focus group interviews were conducted. Ten fourth year economics student teachers participated in the study. The study adopted social transformation theory as a theoretical framework. Data was thematically analysed. Data revealed that economics student teachers study the subject content that is meant for economists and other economics related careers. The subject content that is not relevant to school curriculum economics negatively affects content knowledge needed during work-integrated learning and in in their teaching career. For this reason, the curriculum is unfairly structured. To strengthen the content knowledge of economics student teachers, the study recommends that a relationship between economics content in academic major modules and school curriculum economics content be formed. Secondly, economics academic major modules should expose economics student teachers to an introduction in economics content as a way of advancing their subject content knowledge but the focus should be more on school curriculum economics content.

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“…The findings highlighted in Booi (2019), as well as the recommendations in Murdoch and Grobbelaar (2004) and Beets (2009), raised questions about the incorporation of applied competences, integration, and quality assurance assessment in the revised Life Science curriculum. The problem statement from which the questions were derived incorporated the applied competencies in teaching, learning, and assessment in the revised Life Science course guide for teacher education and training.…”

Section: Introductionmentioning

confidence: 99%

Transformation of Assessment of the Pre-Service Life Sciences Teachers: Issues of Curriculum Development in Education and Training in South Africa

Khuzwayo

Booi²

2021

IJLTER

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The Department of Higher Education intends to transform the traditional education theories and practices in the education and training of teachers for the twenty-first century. The attributes of a competent and qualified teacher underpin the envisaged changes in the curriculum to aptly prepare teachers. However, the realizations of the intentions of the department appear to be in vain. Accordingly, the current case studies conducted through qualitative procedures aimed to investigate how teacher educators adhere to the proposals of the Minimum Requirement of Teacher Education Qualifications (MRTEQ). The data gathered through the analysis, of course, guides intended to search for the link between the Life Science curriculum content knowledge and the plan to assess the competences promulgated by the South African Qualification Authority (SAQA). The findings pointed out that the course guide indicated learning outcomes, critical outcomes, and course and module outcomes; however, the assessment criteria were not aligned to the learning outcomes, module outcomes, and assessment techniques or tools. Therefore, the study recommends that academics in teacher education should explore and reflect on the models that could explicitly measure the performance of competencies (foundational, practical, and reflexive) authentically and reliably.

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Difficulties in developing a curriculum for pre-service science teachers

Cited by 9 publications

References 18 publications

The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Transformation of Assessment of the Pre-Service Life Sciences Teachers: Issues of Curriculum Development in Education and Training in South Africa

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