Abstract
Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.
Highlights
Preparing science teachers has been a global undertaking over the past two decades of international science education reforms (Wang et al, 2003)
This study focuses on science teacher education in the Kingdom of Saudi Arabia (KSA) and the preparation of science teachers to teach inquiry-based science that emphasizes higher-level thinking
This study investigates the possibility that KSA science-teacher preparation programs are too theoretical and lack field experiences to support teachers’ transition into practice and address curriculum reforms
Summary
Preparing science teachers has been a global undertaking over the past two decades of international science education reforms (Wang et al, 2003) These reforms have involved systemic changes at the national and local levels that include interacting subsystems of decision makers, policies, resources, schools, students, parents, and teachers (Shymansky et al, 2010, 2011). Additional factors that influence classroom teaching practices, student learning, and the implementation of reform include teachers’ perceptions of their preparation, and the challenges and constraints of new classroom practices The relationships among these factors are closely linked to teachers’ strategies for coping with challenges in their daily professional life, shaping students’ learning environments, and influencing students’ motivation and achievement (Johnson, 2011)
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