Abstract
This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.
Highlights
Sustainable Development and EducationThe constant occurrence of attacks against humanity, the current biodiversity crisis, and the increased consequences of climate change urges a necessary global transformation in approaches to science education
What are the specific contexts in which research around Initial Teacher Education was performed in African countries between 2000 and 2020?
To identify the articles focused on these issues, we carried out a literature search in November 2020 in two electronic databases (Scopus and Web of Science)
Summary
Sustainable Development and EducationThe constant occurrence of attacks against humanity, the current biodiversity crisis, and the increased consequences of climate change urges a necessary global transformation in approaches to science education. New approaches focused on science(s) need to capacitate pupils and citizens of the present and the future to deal with global challenges and truly implement sustainable living in its diverse and complex dimensions [1,2,3] This need is recognized at the academic level, and at the political level leading to the emergence of international agendas, such as the United Nations Sustainable. Its main purpose is to contribute, globally and by 2030, to the eradication of poverty and gender inequalities, the reduction of inequalities within and between countries, the protection of the environment and the fight against climate change, thereby promoting the prosperity and well-being of all This Global Agenda is constituted by 17 goals, one being specific for Education, signaling its central role in social transformation. The 4th Sustainable Development Goal (SDG) aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and recognizes the importance in investing in teacher education, including through international cooperation (SDG 4, target 4.c)
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