Abstract
Science teacher education can positively impact society by producing pre-service teachers who have skills and attitudes to influence society to control and prevent communicable diseases like COVID-19. In the context of public health it is important to understand perceptions, beliefs and attitudes, which influence pre-science teachers’ health-related behavioral intentions. This case study sought to understand factors, which influence pre-science teachers’ health-related behavioral intentions. Twelve pre-service science teachers were purposively sampled at a teachers’ college in Zimbabwe. A semi-structure interview guide was used to solicit information on pre-service science teachers’ reflections on COVID-19 control and prevention measures. Findings show that science knowledge need to be considered collectively with science teachers’ awareness of pandemic and risk infection, sustenance issues like food availability, economic status, religious beliefs, and conspiracy theories in order for them to promote disease control and prevention.
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