Integrated Science Teachers' Instructional Competencies: An empirical survey in Rivers State of Nigeria

Abstract

The competencies of a sample of teachers of integrated science (ISC) in the induction of future scientists were investigated. Thirty teachers of integrated science in the junior secondary schools in Rivers State of Nigeria were observed by five science teacher educationists. The teachers were in general only fair in their demonstrated ISC teaching competencies, they were relatively strongest in the environmental category of competencies and weakest in the pedagogical category. The implication is that intensive workshop retraining efforts should focus on improving teachers' pedagogical competence.