A perspective on drivers impacting science teacher preparation in developing countries

William R. Veal, Patricia D. Morrell, Meredith A.Park Rogers, Gillian Roehrig, Eric J. Pyle

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This study examines the driving factors influencing science teacher preparation (STP) in 11 developing countries. The countries represented in this study were purposefully selected to show a range of developing countries based on income levels, as well as countries from which the authors were able to speak directly with an informant working as a science teacher educator in the country. Employing neoliberalism as a framework for understanding potential driving factors on systems preparing science teachers, four themes were identified: (a) the degree to which a country is still working towards building independence, (b) the influence of developed countries, (c) the role of accreditation on determining teacher qualifications, and (d) competition. Each of these factors is situated within a neoliberal perspective but, as the results of this study show, the complexity of these factors interacting with each other, and ultimately the influence governments are having on teacher preparation due to their control over K-12 education, suggests a systems thinking approach would be better suited for considering drivers impacting science teacher preparation in developing countries.

Original languageEnglish (US)
Title of host publicationChallenges in Science Education
Subtitle of host publicationGlobal Perspectives for the Future
PublisherSpringer International Publishing
Pages83-108
Number of pages26
ISBN (Electronic)9783031180927
ISBN (Print)9783031180910
DOIs
StatePublished - Mar 12 2023

Bibliographical note

Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reserved.

Keywords

  • Science education
  • Science teacher preparation
  • Teacher preparation

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