Sciences teacher training: theoretical aspects for developing programs

Abstract

Different countries have some specific orientations and ways of handling Physical Sciences teacher education to meet the needs pertaining to them as stipulated in their education policies, the baseline is that for teachers to perform effectively for the benefit of the learners, teachers require sound, organised and directed preparation. The preparation programmes essentially affords prospective teachers the opportunities for the acquisition and development of the required content knowledge, pedagogical knowledge and pedagogical content knowledge with its components, all constituting teacher professional knowledge. In their learning to teach, practice with the theoretical knowledge is deemed a crucial ingredient to develop into a professional teacher, the practice, the success of which has been proved to be continuing reflection. In the present paper, the discussion of research is aligned closer to this study still considering the identified concepts and underlying theories.