© 2000

Science Teacher Education

An International Perspective

  • Sandra K. Abell

Part of the Science & Technology Education Library book series (CTISE, volume 10)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Introduction

  3. Policy and Practice in International Science Teacher Education

    1. Ken Appleton, Ian S. Ginns, James J. Watters
      Pages 9-29
    2. Lidia Borghi, Anna De Ambrosis, Paolo Mascheretti
      Pages 31-43
    3. Saouma BouJaoude
      Pages 45-74
    4. Hafiz Muhammad Iqbal, Nasir Mahmood
      Pages 75-92
  4. Making Sense of Science Teacher Learning

    1. Yehudith Weinberger, Anat Zohar
      Pages 95-119
    2. Kate A. Baird, Marilyn M. Brodie, Stuart C. Bevins, Pamela G. Christol
      Pages 121-140
    3. Sandra K. Abell, Amy M. Jacks
      Pages 141-153
  5. Cross-Cultural Perspectives on Science Eacher Education

    1. Janice Koch, Angela Calabrese Barton
      Pages 157-170
    2. Jon E. Pedersen, Ronald J. Bonnstetter, Marilu Rioseco, J. Mauro Briceno-Valero, Hernan Garcia, James O’Callaghan
      Pages 171-192
    3. Deborah J. Tippins, Sharon E. Nichols, Lynn A. Bryan, Bah Amadou, Sajin Chun, Hideo Ikeda et al.
      Pages 193-221
  6. Back Matter
    Pages 223-237

About this book


Analysis of past developments in teacher education in Pakistan has shown that substantial progress has been made in this field. It has, however, been pointed out that education of science teachers still needs much improvement. At the present, there is an emergent need to meet the shortage of qualified science teachers and at the same time to bring qualitative improvements in the courses offered in teacher education institutions. First, we recommend that the 1-year duration of teacher preparation is grossly inadequate for all teaching courses, and should be lengthened, and the qualifications for entrance be increased. We believe that teaching must be made a graduate profession. For example, the basic qualification of primary school teachers for admission to teacher education institution should be increased. We recommend that PTC should be made a 12 + 2 year program. Similarly, CT, 12 + 3; B. Ed. , 14 + 2; B. S. Ed. , 12 + 4; M. A. Ed. , 14 + 3; and M. Ed. one year after B. Ed. or B. S. Ed. Secondly, we think the quality of instruction in teacher preparation programs should be improved. Most teachers in the teacher preparation institutions use the lecture method most of the time. Prospective teachers behave like passive listeners to their teachers. They do not participate in the teaching/ learning process. Some instructors even dictate their notes to the preservice teachers. When the teachers join schools, they behave the same way.


education science science education teacher education teacher learning teacher preparation

Editors and affiliations

  • Sandra K. Abell
    • 1
  1. 1.Purdue UniversityWest LafayetteUSA

Bibliographic information