Abstract
Abstract The science‐technology‐society (STS) views/positions, beliefs/attitudes, and literacy of social studies and science prospective teachers and of practising secondary school social studies and science teachers have been assessed and their respective STS views, beliefs and literacy profiles established by the use of a shortened version of the Views of Science, Technology and Society (VOSTS) inventory instrument. Significant differences were found between the STS views, beliefs and literacy profiles of subgroups within prospective and practising teachers in the views/positions and the beliefs/attitudes categories. In contrast, no differences were found between the profiles of the subgroup populations in the literacy category. In recognising (a) the key role of teachers in any curricuhr reform; (b) the need of integration of the STS theme in contemporary and future education for all; and (c) the alterable nature of personal STS views, it is recommended that appropriate teacher training programmes shou...
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