Pre-service Science Teachers’ Emphases and Views about Science Education Curriculum

Abstract

Understanding the conformity between curricular beliefs and implemented curricular goals are considered one alternative way to assess pre-service teachers’ preparedness for in-service teaching. In this research, the curriculum emphases of the pre-service science teachers and views about science education curriculum were evaluated. 213 pre-service science teachers from seven Teachers Education Institutions (TEI) have participated in the study. The research design “Concurrent Triangulation Research Design” was utilized. Knowledge development in science was given the most emphasis by the pre-service science teachers, while fundamental of science was given the least emphasis. Among the inter-rater responses to the open-ended question, the results also revealed that knowledge development in science was emphasized by the highest number of pre-service teachers, while fundamental of science was emphasized by the least number of preservice teachers. The high emphasis given by the pre-service teachers on the importance of knowledge development in science as compared to fundamental science shows that the curricular beliefs of the pre-service teachers conformed to one of the curricular goals of science education, which is to develop students’ scientific knowledge. One challenge emerged during the analysis is how the curricular beliefs, which are known to be progressive in learning, transpire to actual teaching practices.