Theoretical perspectives of science teacher education

Science teacher education is an essential component in the entire system of science education. Currently, there is a lack of appropriate theory to describe and explain the complex phenomena and problems involved in science teaching and teacher education, and to provide effective guidance for policy-makers and practitioners. However, a range of theoretical viewpoints concerning science education and teacher education in general have been articulated in recent years. The aim of this article is to summarize some of the main theoretical perspectives in this area, so that they can be referred to in practical works and future research studies on science teacher education.First, contemporary views on the goals of science education and the principles of science teaching, assessment and teacher education have been articulated by a number of science educators and professional organizations worldwide (NRC, 2000; 2007). These theoretical viewpoints are based on a wealth of findings from research studies on students’ learning of science carried out in the past few decades. It was noted that learning with understand is the focus of the latest scientific studies on students learning, that is, cognitive processes involved in learning are the main research interests. Our new understanding of students’ learning indicated that students are active learners, their attention, memory, sense-making, problem solving, understanding and acquisition new knowledge are strongly influenced by their prior knowledge, skills, and conceptions. In addition, it was found that students’ inquiry skills and their understanding of basic science principles are closely related, and that meta-cognition plays an important role in science teaching and learning. The implications for science teacher education is that teacher education institutions are expected to provide opportunities for teachers to develop the knowledge, skills, and teaching approaches which will enable them to create better learning environments for their students. The importance of science teachers’ development of pedagogical content knowledge in school contexts is emphasized.Secondly, turning to literature on teacher education in general, theoretical perspectives on the purposes of teacher education, teachers’ professional qualities and teachers’ learning to teach are respectively discussed. Summarizing the analysis of Zeichner and Joyce, Doyle (1990) outlined five paradigms in teacher education programs, including teachers as good employees, junior professors, fully functioning persons, innovators, and reflective practitioners.