期刊名称：Educational Journal of the University of Patras UNESCO Chair
印刷版ISSN：2241-9152
出版年度：2015
语种：English
出版社：University of Patras
摘要：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.
其他摘要：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.
