International Educational Review

Towards an Integrated Model for Orienting Preservice Science Teachers for 21st-Century Teaching

Christopher Mutseekwa 1 *
1 Bindura University of Science Education; Faculty of Science Education, Department of Curriculum and Management Studies* Corresponding Author
Download PDF
International Educational Review, Online-First Articles, pp. 1-19
OPEN ACCESS VIEWS: 259 DOWNLOADS: 200 Publication date: 15 Apr 2025
ABSTRACT
This conceptual paper builds the case for orienting preservice science teachers for 21st-century teaching on a footing of Miller et al. (2013) framework for science teacher preparation called the Model of Research-Based Education for Teachers (MORE for Teachers). MORE for Teachers frames science teacher preparation as anchored on four pillars: in-depth subject matter, research-based science teaching methods, guided practicum, and a shared vision of the pedagogy of science learning. Based on the limitations of Miller et al.'s linear model yet still maintaining the value of its central tenets the paper proposes a model that is interactive and framing standards in science teaching, curriculum development, rigorous content, research-based science methods course, and quality field experiences as the essential aspects for producing teacher candidates with the right skills for science teaching. The paper argues that pre-service science teachers (PSTs) development in teacher education colleges and universities requires a framework for harmonization that ensures consideration of all the necessary ingredients for science teacher preparation. Drawing on a diversity of literature sources on science teacher education the paper discusses the application of the proposed model in Zimbabwe, illustrating the importance of detailed methods courses, rigorous science content, expert mentoring, personal teaching philosophy, and a consideration of international trends in science teaching.  In conclusion, the paper recommends other contexts in which the integrated model for science teacher preparation can be used and some steps for its practical implementation.
KEYWORDS
integrated STEM teaching, integrated knowledge systems, hybrid laboratories, rigorous content knowledge, research-based science pedagogy
CITATION (APA)
Mutseekwa, C. (2024). Towards an Integrated Model for Orienting Preservice Science Teachers for 21st-Century Teaching. International Educational Review. https://doi.org/10.58693/ier.311
REFERENCES
  1. Adegbola, F. F., & Adeleke, F. F. (2023). Literacy Curriculum Development for Basic Science and Management Science in Secondary Schools in Nigeria. European Journal of Education and Pedagogy, 4(1), 15-20.
  2. Alvior, M. G. (2014). The Meaning and Importance of Curriculum Development. https://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-development/
  3. Beatty, J. E., Leigh, J. S., & Dean, K. L. (2009). Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy. Journal of Management Education, 33(1), 99-114.
  4. Bentsen, M., Eklund, G., Forsman, L. & Pörn, M. (2021). Student teachers’ experiences of action research-based projects: two cases within pre-service teacher education in Finland. Educational Action Research, 29(5), 707–721. https://doi.org/10.1080/09650792.2019.1684969
  5. Binder, J. F., Baguley, T., Crook, C., & Miller, F. (2015). The academic value of internships: Benefits across disciplines and student backgrounds. Contemporary Educational Psychology, 41, 73-82.
  6. Bradbury, L. U. (2010). Educative mentoring: Promoting reform‐based science teaching through mentoring relationships. Science Education, 94(6), 1049-1071.
  7. Carmi, T., & Tamir, E. (2022). Three professional ideals: where should teacher preparation go next? European Journal of Teacher Education, 45(2), 173-192.
  8. Capobianco, B. M. & Feldman, A. (2010). Repositioning Teacher Action Research in Science Teacher Education. Journal of Science Teacher Education, 21(8), 909-915. https://doi.org/10.1007/s10972-010-9219-7
  9. Cavanna, J. M., Elreda, L. M. Youngs, P. & Pippin, J. (2021). How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence. Journal of Teacher Education, 72(1), 27–41.
  10. Chaudhary, G. K. (2015). Factors affecting curriculum implementation for students. International journal of applied research, 1(12), 984-986.
  11. Darling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody Journal of Education, 89, 547–561.
  12. Edelson, D. C., Reiser, B. J., McNeill, K. L., Mohan, A., Novak, M., Mohan, L.…..& Affolter, R. (2021). Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the Open SciEd Middle School Program. Journal of Science Teacher Education, 32(7), 780-804. https://doi.org/10.1080/1046560X.2021.1877457
  13. Enfield, M. (2007). Content and pedagogy: Intersection in the NSTA standards for science teacher education. Consultada por última vez el, 20.
  14. Evagorou, M.,Dillon, J., Viiri, J & Albe, V. (2015). Pre-service Science Teacher Preparation in Europe: Comparing Pre-ervice Teacher Preparation Programs in England, France, Finland and Cyprus. Journal of Science Teacher education, 26, 99–115.
  15. Erduran, S. (2022). Too philosophical, therefore useless for science education? Science & Education, 31(3), 563-567.
  16. Feiman-Nemser, S. (1998). Teachers as teacher educators. European Journal of Teacher Education, 21(1), 63 – 74.
  17. Friedrichsen, P., Driel, J. H. V., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science education, 95(2), 358-376.
  18. Fullan, M. (2007). The new meaning of educational change. Routledge.
  19. Garza, R., & Harter, R. A. (2016). Perspectives from pre-service mathematics and science teachers in an urban residency program: Characteristics of effective mentors. Education and Urban Society, 48(4), 403-420.
  20. Hume, A., Cooper, R., & Borowski, A. (Eds.). (2019). Repositioning pedagogical content knowledge in teachers' knowledge for teaching science. Singapore: Springer Singapore.
  21. Jakhelln, R., Eklund, G., Aspfors, J., Bjørndal, K. & Stølen, G. (2021). Newly Qualified Teachers’ Understandings of Research-based Teacher Education Practices−Two Cases From Finland and Norway, Scandinavian Journal of Educational Research, 65(1), 123-139. https://doi.org/10.1080/00313831.2019.1659402
  22. Jegstad, K. M., Fiskum, T. A., Aspfors, J., & Eklund, G. (2022). Dichotomous and multifaceted: Teacher educators’ understanding of professional knowledge in research-based teacher education. Scandinavian Journal of Educational Research, 66(6), 1005-1019.
  23. Juhji, J. & Nuangchalerm, P. (2020). Interaction between Scientific Attitudes and Science Process Skills toward Technological Pedagogical Content Knowledge. Journal for the Education of Gifted Young Scientists, 8(1), 1-16. http://dx.doi.org/10.17478/jegys.2020.XX
  24. Kloser, M., Wilsey, M., Madkins, T. C. & Windschitl, M. (2019). Connecting the dots: Secondary science teacher candidates' uptake of the core practice of facilitating sense-making discussions from teacher education experiences. Teaching and Teacher Education, 80, 115-127. https://doi.org/10.1016/j.tate.2019.01.006.
  25. Kvinge, Ø. R. (2019). Presentation in teacher education. A study of student teachers’ transformation and representation of subject content using semiotic technology. (Unpublished Doctoral Thesis) University of Bergen, Norway. https://hvlopen.brage.unit.no/hvlopen-xmlui/bitstream/handle/11250/2636793/kvinge.pdf
  26. Lincoln, M. E. (2010). Academic rigor in science assessment tasks (Doctoral dissertation, Queensland University of Technology).
  27. Liu, E., Liu, C. & Wang, J. (2015). Pre-service Science Teacher Preparation in China: Challenges and Promises, Journal of Science Teacher Education, 26(1), 29-44. https://doi.org/10.1007/s10972-014-9404-1
  28. Loughran, J., Mulhall, P. & Berry, A. (2008). Exploring Pedagogical Content Knowledge in Science Teacher Education. International Journal of Science Education, 30(10), 1301-1320. https://doi.org/10.1080/09500690802187009
  29. Martins, A. F. P. (2020). The History, Philosophy, and Sociology of Science in Science Teaching. In Science Education Research in Latin America (pp. 345-366). Brill.
  30. McGinnis, J. R., Parker, C., & Graeber, A. O. (2004). A cultural perspective of the induction of five reform‐minded beginning mathematics and science teachers. Journal of Research in Science Teaching, 41(7), 720-747.
  31. Morrell, P. D., Park Rogers, M. A., Pyle, E. J., Roehrig, G. & Veal, W. R. (2020). Preparing Teachers of Science for 2020 and Beyond: Highlighting Changes to the NSTA/ASTE Standards for Science Teacher Preparation, Journal of Science Teacher Education, 31(1), 1-7. https://doi.org/10.1080/1046560X.2019.1705536
  32. Miller, M., Ohana, C. & Hanley, D. (2013) MORE for Teachers: A program for science teacher preparation. Teacher Education and Practice, 26(4), 651-669.
  33. Ministry of Higher and Tertiary Education, Science and Technology Development (2018). Zimbabwe National Qualification Framework. Government Printers.
  34. Mudavanhu, Y., & Zezekwa, N. (2009). Pre-service and in-service Secondary Science Teachers' perceptions of mentoring practices in Zimbabwe. African Journal of Research in Mathematics, Science and Technology Education, 13(2), 64-80.
  35. Mutseekwa, C. (2017). Examining practices in the preparation of science teachers in two teachers’ colleges in Zimbabwe. (Unpublished Doctoral thesis) University of Fort Hare; South Africa. http://vital.seals.ac.za:8080/vital/access/manager/Repository/vital:34351?site_name=Glo balView
  36. Nordine, J., Sorge, S., Delen, I., Evans, R., Juuti, K., Lavonen, J., Nilsson, P., Ropohl M. & Stadler, M. (2021). Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design. Journal of Science Teacher Education, 32(8), 911-933. https://doi.org/10.1080/1046560X.2021.1902631
  37. National Science Teachers Association (2003). Standards for Science Teacher Preparation. Faculty Publications: Department of Teaching, Learning and Teacher Education. 86. https://digitalcommons.unl.edu/teachlearnfacpub/86
  38. NSTA (2020). Position statement- Nature of Science. https://www.nsta.org/nstas-official-positions/nature-scienceP
  39. O’Brien, K. (2015). Science methods. Urban Institute for Teacher Education-University of Utah. https://education.utah.edu/accreditation/_documents/syllabi/EDU-5375-Science-Methods.pdf
  40. Ogunniyi, M. B. & Rollnick, M. (2015). Pre-service Science Teacher Education in Africa: Prospects and Challenges. Journal of Science Teacher Education, 26, 65–79. https://doi.org/10.1007/s10972-014-9415-y
  41. Olufsen, M., Karlsen, S., Sæleset, J. & Thorvaldse, S. (2021). The impact of specialized content courses on student teaching in a Norwegian teacher education program. Education Inquiry, 13(3), 269-286. https://doi.org/10.1080/20004508.2021.1892908
  42. Pajchel, K., Jegstad, K. M., Eklund, G., Aalbergsjø, S. G. & Sollid, P. (2021). The role of school placement within research-based teacher education–through the eyes of science mentors. Teachers and Teaching 27(1–4), 193–205. https://doi.org/10.1080/13540602.2021.1933416
  43. Petersen, J. E., & Treagust, D. F. (2014). School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers’ Science Teaching Efficacy. Australian Journal of Teacher Education, 39(9), 153-167. https://doi.org/10.14221/ajte.2014v39n9.2
  44. Roopchund, R. (2023). Assessing the Current State of Science, Technology, and Innovation in Mauritius for Improving Economic Growth and Development. In Science, Technology and Innovation Diplomacy in Developing Countries: Perceptions and Practice (pp. 167-182). Singapore: Springer Nature Singapore.
  45. Rushton, E. A., & Reiss, M. J. (2019). From science teacher to ‘teacher scientist’: Exploring the experiences of research-active science teachers in the UK. International Journal of Science Education, 41(11), 1541-1561. https://tandfonline.com/10.1080/09500693.2019.1615656
  46. Saribas, D., & Ceyhan, G. D. (2015). Learning to teach scientific practices: Pedagogical decisions and reflections during a course for pre-service science teachers. International Journal of STEM Education, 2, 1-13.
  47. Saxman, L. J., Gupta, P. & Steinberg, R. N. (2010). CLUSTER: University-Science Center Partnership for Science Teacher Preparation. The New Educator, 6, 280–296.
  48. Scantlebury, K., Gallo-Fox, J., & Wassell, B. (2008). Coteaching as a model for preservice secondary science teacher education. Teaching and Teacher Education, 24(4), 967-981.
  49. Shulman, L. S. (2015). PCK: Its genesis and exodus. In A. Berry, P. Friedrichsen & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 3-13). New York: Routledge.
  50. Soprano, K., & Yang, L. L. (2013). Inquiring into my science teaching through action research: A case study on one pre-service teacher’s inquiry-based science teaching and self-efficacy. International Journal of Science and Mathematics Education, 11, 1351-1368.
  51. Subramaniam, K. (2021). Prospective Teachers’ Pedagogical Content Knowledge Development in an Elementary Science Methods Course. Journal of Science Teacher Education https://doi.org/10.1080/1046560X.2021.1939944
  52. Stroupe, D. (2015). Describing “science practice” in learning settings. Science Education, 99(6), 1033-1040. DOI 10.1002/sce.21191
  53. Townley, A. L. (2020). Leveraging communities of practice as professional learning communities in science, technology, engineering, and math (STEM) education. Education Sciences, 10(8), 190.
  54. Vasquez, L. (2021). Enhancing the role of field experience supervisors: toward multicultural equity in a teacher preparation program. International Journal of Multiculturalism, 2(1), 24-36.
  55. Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science education, 96(5), 878-903.
  56. Windschitl, M., & Calabrese Barton, A. (2016). Rigor and equity by design: Locating a set of core teaching practices for the science education community. Handbook of research on teaching, 1099-1158.
  57. Yorkovsky, Y., & Levenberg, I. (2022). Distance learning in Science and Mathematics-Advantages and disadvantages based on pre-service teachers’ experience. Teaching and Teacher Education, 120, 103883.
LICENSE
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.