Science teacher training within the education system in Lesotho and the realities on the ground

Abstract

In this paper the author describes the current situation of science teacher training within Lesotho’s education system and some practicalities faced by science teacher educators and teachers.  Some  empirical evidence of the disparities between science teachers’ training and what prevails in the world of work is drawn from the study conducted in 2013 in which the challenges faced by mathematics and science teachers at both primary and secondary levels were investigated.  The challenges were generally those that had to do with teacher’s subject content knowledge, pedagogical knowledge and pedagogical content knowledge with its inherent components. The author focuses mainly on the curriculum and the professional development of science teachers that enable enactment of teacher knowledge.  The paper concludes by proposing some probable broad means that could be considered to better meet the national educational aspirations through the teaching and learning of science.