Science Teacher Preparation Research Articles

Supporting elementary preservice teachers' content knowledge for teaching about matter and its interactions

AbstractKnowledge of science content and the ability to translate knowledge into effective teaching is known as teachers' content knowledge for teaching (CKT). Teachers with developed CKT are able to more effectively determine instructional and assessment activities that will deepen K‐12 students' scientific literacy. However, preservice teachers (PSTs) can have limited opportunities to develop CKT, and little is known about how to support PST CKT development in elementary science teacher preparation. In our work, we developed instructional materials (i.e., “CKT Packets”) intended to support teacher educators (TEs) in developing elementary PSTs' CKT for one content area—matter and its interactions. We facilitated a professional learning community for TEs to support their learning how to implement the materials in their courses. We report on results from a mixed‐methods study using a quasi‐experimental cohort control design with a pretest and posttest to understand differences in PSTs' CKT (N = 250) in eight TEs' science classrooms. Nesting PSTs within their TEs' courses, and controlling for PSTs' prior CKT, engagement time on the assessments, prior coursework, and TE time‐invariant effects, we found preliminary evidence that PSTs achieved greater CKT when TEs implemented more CKT Packets. Salient factors that we hypothesize influenced TEs' productive uses of CKT Packets included disruptions to courses/contexts, TEs' sources of motivation for implementing Packets, TEs' entry points for the alignment of curricular materials with existing topics and pedagogical course emphases, TEs' approaches for first‐time use of curricular materials, and TEs' experiences with the instructional routines of the Packets. We bound our interpretation of results within limitations (e.g., small sample size, quasi‐experimental design) and suggest avenues for new research. Throughout this article, we include implications for TEs, PSTs, educative curricula developers, and researchers working to improve science teaching and learning for students.

Bridging the gap in early career teachers' STEM pedagogy: Exploring micro‐credentials as a possible creative solution

AbstractThis exploratory study sought to address the gap in strengthening science, technology, engineering, and mathematics (STEM) teacher preparation in elementary and secondary teacher education programs. Integrated STEM education is attracting increased attention and gaining momentum from educators, politicians, STEM industries, and the media across the nation. Many state and national organizations have called for a new workforce of problem solvers, innovators, and inventors who are self‐reliant and able to think logically, also suggesting that creating such capacity is one of the critical foundations that drive innovative capacity in the nation. A key to developing these skills is STEM competencies and career goals in every K‐12 student. To do this, teachers must be educated on how to connect STEM careers and integrate STEM content into their curriculum. Providing integrated STEM micro‐credentials for preservice and in‐service teachers can be a flexible solution for providing teachers a method to learn how to improve their content knowledge and pedagogy (Digital Promise, 2019). Participants were a combination of undergraduate preservice teachers and graduate early‐career teachers who were asked about their STEM preparation. The majority of the participants received very little to no integrated STEM preparation. As a possible solution for this, participants were asked about their preferred type of professional development (PD) and if participating in a micro‐credential course would be a possibility. Nearly all of the participants agreed that a self‐paced micro‐credential that blended online and in‐person instruction would be something they would do to learn how to integrate STEM more effectively into their pedagogy. Micro‐credentials could be a successful solution for educator PD.

Preparation of future natural science teachers for the use of digital educational resources during teaching

The article examines the complex aspects of training future teachers of natural sciences to use digital educational resources in the educational process, which is an actual topic of modern pedagogy. Development of pedagogical knowledge, as well as cooperation with scientific institutions and scientists are key components of successful training. The article examines in detail the support of teachers from scientists, the integration of science with other disciplines, and the formation of a positive attitude toward science among students. The importance of the development of scientific thinking, the creation of educational materials, the use of digital educational resources, the formation of professional qualities and the use of an interdisciplinary approach for the training of future teachers of natural sciences is emphasized. The main challenges, such as technological barriers and insufficient funding, which can prevent the use of digital educational resources in the educational process, are highlighted. An important aspect is also professional development and support for innovation in education, which allows teachers to constantly improve their knowledge and skills using the latest technologies and methods. Thus, the preparation of future teachers of natural sciences to use digital educational resources is a multifaceted process that includes the development of pedagogical knowledge, support of scientists, integration of science with other disciplines, development of professional qualities and use of modern technologies. Providing teachers with the necessary support and resources contributes to the successful implementation of these approaches, increasing the quality of education and student interest in natural disciplines. The importance of the participation of scientists in the development of educational programs that integrate various scientific disciplines and emphasize the practical application of knowledge is emphasized. Restructuring of primary and secondary school curricula, as well as optimal professional development formats, are important aspects of improving the quality of teaching. Evaluation of educational programs shows the need for changes in content education and pedagogy. The support of teachers from scientists, the integration of science with other disciplines and the formation of a positive attitude towards science among students are considered. The development of competencies, including scientific thinking, the creation of teaching materials, the use of digital resources and an interdisciplinary approach, are key to the preparation of future teachers. Challenges, such as technological barriers and insufficient funding, are discussed, as well as prospects for improving skills and supporting innovation in education. The article provides a comprehensive overview of the preparation of future natural science teachers to use digital educational resources and highlights important aspects of this process with an emphasis on teacher support and development of their competencies

A Bioecological Approach to Family and Consumer Science Teacher Preparation

Family and consumer sciences (FCS) has a rich history dating back to its origins as home economics. The profession has always been rooted in multiple branches of science including chemistry, biology, sociology, and psychology. The Family and Consumer Sciences Body of Knowledge (FCS-BOK) unveiled at the turn of the 21st century helped solidify the theoretical foundation of the profession. The theoretical approaches that anchor and guide the work of current FCS professionals are human ecosystems and life course development. This paper highlights more specifically how an FCS teacher educator utilizes Bronfenbrenner’s bioecological theory to understand the current state of FCS education and design learning experiences for future educators that instill values of theoretical application across careers in secondary classrooms.

Towards an Integrated Model for Orienting Preservice Science Teachers for 21st-Century Teaching

This conceptual paper builds the case for orienting preservice science teachers for 21<sup>st</sup>-century teaching on a footing of Miller et al. (2013) framework for science teacher preparation called the Model of Research-Based Education for Teachers (MORE for Teachers). MORE for Teachers frames science teacher preparation as anchored on four pillars: in-depth subject matter, research-based science teaching methods, guided practicum, and a shared vision of the pedagogy of science learning. Based on the limitations of Miller et al.'s linear model yet still maintaining the value of its central tenets the paper proposes a model that is interactive and framing standards in science teaching, curriculum development, rigorous content, research-based science methods course, and quality field experiences as the essential aspects for producing teacher candidates with the right skills for science teaching. The paper argues that pre-service science teachers (PSTs) development in teacher education colleges and universities requires a framework for harmonization that ensures consideration of all the necessary ingredients for science teacher preparation. Drawing on a diversity of literature sources on science teacher education the paper discusses the application of the proposed model in Zimbabwe, illustrating the importance of detailed methods courses, rigorous science content, expert mentoring, personal teaching philosophy, and a consideration of international trends in science teaching.  In conclusion, the paper recommends other contexts in which the integrated model for science teacher preparation can be used and some steps for its practical implementation.

Exploring a practice‐based approach to elementary preservice science teacher preparation

AbstractThe science methods course model presented here, called an immersed methods course (IMC), engaged preservice elementary teachers in reform‐based science instructional approaches within authentic classroom settings and with elementary students in a guided format. Questions guiding the study were: (1) Did participation in the IMC model impact preservice teachers (PTs') science teaching self‐efficacy? (2) Which science methods course model activities/experiences did PTs identify as the most impactful on their science teaching? (3) How did participation in the IMC model impact PTs' understandings of science teaching? Participants were 138 elementary PTs from a Southeastern United States university. Data were collected from seven course sections over 3 years and included pre/post science teaching self‐efficacy survey data, post written responses, and interviews. Member checking approaches were also used to refine and establish the validity of findings. Researchers completed qualitative data analysis, which was complimented by quantitative statistical analysis. Findings across data sources suggest participation positively influenced PTs' science teaching self‐efficacy and beliefs about the effectiveness of the instructional approaches. Participation also helped PTs apply theories to practice and develop competency using the practices. Findings highlight how the IMC model mitigates constraints associated with current science teacher preparation approaches.

Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching

This quantitative, non-experimental study explored the relationship between the features of math and science teachers’ preparation programs and their graduates’ instructional rigor and persistence in teaching. Five math and science teacher preparation programs from across the United States were examined. Six sets of instructional tasks were collected from forty-six recent graduates of these programs to provide insights into novices’ instructional rigor, and employment data were collected for thirty-seven of these graduates three to eight years after graduation. Regardless of the program’s features, all teachers could design and implement instruction with moderate to high rigor. However, this ability was not the norm. Mixed-effect models suggest the strongest evidence between degree types (bachelor versus post-bachelor) was related to teachers’ persistence: novices from graduate programs were more likely to persist in the work. However, no program feature was strongly associated with instructional rigor. Further research is needed to determine if the differences we found in teacher persistence are due to the nature of applicants drawn to particular programs (undergraduate versus graduate) or the program’s structure. Future research is also needed to explore the influence of instructional context (i.e., district, school, and department norms for instruction) on math and science teachers’ instructional rigor.

Lesson study in science teacher preparation programs: a literature review

PurposeThis article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.Design/methodology/approachA systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.FindingsIn preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.Originality/valueThis literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).

Exploring the impact of an intervention on pre‐service science teachers' attitudes and beliefs about gender and sexual diversity‐inclusive science teaching

AbstractExploring how science teacher education programs can prepare science teachers to support gender and sexually diverse students remains an important area for research. A 5‐week intervention was designed for pre‐service science teachers' (PSSTs), addressing gender and sexual diversity (GSD). The effects of the intervention on PSSTs' attitudes and beliefs about GSD‐inclusive science teaching (GSDST) were explored using a multiple case study research design. In addition, the design elements of the intervention that were perceived as most significant were identified. Our results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small effect sizes after the intervention, which did not reach statistical significance. Using thematic analysis, three themes were identified to characterize how their attitudes and beliefs changed throughout the intervention: GSDST is perceived as important for student safety; an “add LGBT and stir” approach to GSDST; and uncertainty of GSD language. Five design features of the intervention that were perceived as most impactful were group dialog; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and lesbian, gay, bisexual, transgender, and queer scientists; and relevant case studies. The findings contribute to understanding how science teacher education programs can impact PSSTs' attitudes, beliefs, and intended enactment of GSDST consistent, with recent calls for GSD equity in science education.

Prospects of using a practice oriented approach in teaching smart technologies: systematic review

The article is devoted to the prospects of teaching using a practice- oriented approach to the study of smart technologies in the preparation of future computer science teachers. Currently, the trend of production development, changes in society, technical and technological progress require new results from the higher education system. Therefore, the issue of professionally trained, competent specialists ready to find solutions to the problems they will face in the future is considered one of the most pressing tasks facing universities. The relevance of the research lies in the analysis of the results of scientific empirical research conducted using a practice-oriented method of training future specialists in universities. The practice-oriented method of training provides stages of interaction with all subjects of the educational process, joint solution of educational tasks, and modeling of situations. A distinctive feature of this method from others is not only the practical development of tasks, but also their correlation with real life and focus on solving problems. During the study and generalization of scientific literature, the results of research aimed at studying such fields of knowledge as computer science, design and teaching programming technologies using a practice-oriented approach were obtained. The PRISMA method was applied to scientific research that was received by filtering information from the database. Based on the collected data, an analysis of the information and the methods used was carried out, as well as the methods and techniques that were used in accordance with the subject of the study were analyzed. The study showed that the use of a practice-oriented approach makes it possible to get better results in the training of future specialists.

Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation

This study has successfully constructed the scenario of differentiated instruction (DI) on physics learning as a reflection of readiness and future implementation through undergraduate students’ beliefs. Differentiated instruction (DI) is an approach that enables teachers to plan strategically to meet the needs of every student. However, differentiated instruction in physics may or may not challenge its users in reality as it depends on beliefs and views about the nature of science, instruction, and pedagogical content knowledge. This quantitative-qualitative study involved 56 undergraduate students and consisted of three main stages: preliminary, analysis, and rendition. In the first and second stages, we found a strong negative correlation between the proportion of mathematics-conceptual knowledge of the topics and the possibility of implementing differentiated instruction (r =-0,576). Meanwhile, belief in self-proficiency is directly proportional to the DI implementation possibility (r = 0.828). In conclusion, we created two scenarios based on analysis, representing the current reality of how DI will be implemented and future implementation expectations. Moreover, this research strengthens the theory that beliefs influence the possibility of using differentiated instruction. We suggest a demand for an effective introduction to differentiation instruction during science teacher preparation programs and leading professional learning that may support the development of undergraduate students at the beginning of their careers.

Faculty perspectives and values toward mathematics and science content information used in teacher preparation admissions processes

AbstractThis qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement test scores, past mathematics and science courses taken) were used more frequently than information on applicants‐specific mathematics and science content knowledge and dispositions. In many cases, application components (such as interviews and personal essay statements) were perceived by faculty to be conducive to surfacing applicants‐content knowledge and dispositions; however, they were not constructed or employed in a way that afforded the obtainment of this information. We highlight salient examples of MSTPPs‐collection and use of information related to mathematics and science and discuss implications for TPP admissions processes.

Preparation of future science teachers for cognitive visualization of the educational process

The issue of designing a qualitative educational environment for the formation of a flexible personality in the light of global world changes has been actualized in the article. Its main essential characteristic is the ability to adapt to the changing conditions of the modern natural and social environment. We consider the visualization of the educational process as a means of improving the quality of educational services, forming a holistic perception of the environment that combines logical and visual thinking. According to the purpose of the article, based on the analysis of existing visualization techniques and their expert evaluation, the most effective ones for mastering the content of natural sciences disciplines as well as professional and methodological training of future natural sciences teachers have been identified and substantiated. The significance of visualization techniques for the educational environment has been determined by the method of expert evaluation according to the criterion of «didactic quality». Its indicators are: the possibility to use information educational environment of the higher education institution on the base of existing material and technical support; importance for creating a positive emotional background for teaching; importance for organizing interactive pedagogical interaction of participants in the educational process; accessibility for perception of educational information; expediency of use in the future natural sciences teachers professional training; easy to use both for teachers and students. The five most effective visualization techniques for ensuring a holistic perception of knowledge by combining logical and imaginative thinking (scribing, mind map, infographics, timeline, tag cloud) have been identified by ranking. The effectiveness of the scribing technique and its influence on the formation of indicators of the fully assimilated knowledge quality such as depth and awareness has been experimentally proved.

“Each day I find ways to fight for my students”: Black Science Teachers as Advocates and Abolitionists

ABSTRACT In this article, we highlight the experiences of two Black early-career science teachers who transitioned from their STEM professions into the classroom. This study explored factors that influenced their decisions to choose education and how being introduced to abolitionist teaching during the preparation process informed their roles as educators. Abolitionist teaching served as the theoretical lens to examine their pursuit of teaching as a career and the classroom practices that they employed. Data sources included two semi-structured interviews with each participant and artifacts from the teacher preparation program and their science classrooms. We lifted up the voices and experiences of teachers through narrative inquiry and, two major themes emerged from their stories. Findings revealed that the participants were inspired to serve as role models and positioned themselves as extended family members for Black and Brown children to realize their potential. Findings also highlighted the significance of centering abolitionist teaching in the science teacher preparation program to equip and position these teachers to resist marring practices within their schools. We argue that educational reform efforts must acknowledge the value that Black teachers bring to science classrooms and create retention initiatives that protect and support them.

Investigating the authenticity of “students” in microteaching for science pre-service teacher education

ABSTRACT Background Clinical experience is important in science teacher preparation. Complexity in authentic science teaching may overwhelm Pre-serviceTeachers (PST) and need to be tailored into simplified teachingtasks. Microteaching is widely used in formal teacher preparation programs as an advantageous approach to simplified teaching. The authenticity in the context of microteaching impacts its effectiveness in preparing PSTs for target practices. However, few studies directly examine this issue. Purpose In this study, we investigated the authenticity in students by comparing the teaching practices of two groups of PSTs leveraged by microteaching with real students and peers who played the role of students. Sample Seventy-threePSTs were separated into two groups that received the intervention of working with peers (P-group, 36 PSTs) or students (S-group, 37 PSTs)during microteaching. Design and methods ThePSTs accomplished four science teaching assignments, including threemicroteachings about three discrete science-teaching practices and one macro-teaching in an authentic setting that combined all three practices. We used a two-sample t-test to compare the initial states of the two groups of PSTs prior to the intervention of working with peers or students. Then we used hierarchical regression to examine how the three microteachings contributed to the PSTs’macro-teaching. Finally, we investigated the properties of microteaching where two groups had significantly different average scores. Results ThePSTs from the two groups had no significant difference in teaching experience and teaching competencies prior to the intervention of working with peers or students. The three microteachings cumulativelycontributed 25% (R2score) of the macro teaching. We observed a significant difference between the two groups in the third micro-teaching, but not in their macro-teaching. The P-group performed better than their S-group counterparts probably because their peers were more cooperative and knowledgeable than real students. Conclusion Microteaching with peers and students was equally effective in preparing PSTs for authentic teaching. Working with real students does not guarantee a better transfer of teaching practices to authentic teaching. This process is non-linear and may require explicit reflection on the role of student property in microteaching.

Preparation of future technology and computer science teachers for the creation and use of digital educational resources in the field of robotics for basic school students

In the context of the digital transformation of education, a teacher must learn to use digital resources, including digital technologies and artificial intelligence technologies in professional teaching activities. Be able to design and implement a subject-based digital educational environment. The article examines the place and role of digital educational resources in the preparation of bachelors studying in the field of preparation «Pedagogical Education» of the «Technology and Informatics» profile. Particular attention must be paid to the training of technology and computer science teachers to develop key competencies of the 21st century — the development of creativity, critical thinking, independent and group work skills of students, the development of mutual assistance skills, interaction and cooperation in the classroom. The structure of preparing a future teacher for the creation and use of digital educational resources in the field of robotics may vary depending on specific programs (on the age of students, on the field of robotics — designing robots, or programming microcontrollers, or working with big data) and the learning context (students, or teachers with experience, or teachers without technical training), but these basic components can serve as the basis for developing an appropriate curriculum or course.

Mathematics Attitude of Future Teachers of Stem Subjects

Aim. This paper presents research aimed at testing the mathematical self-efficacy of mathematics and computer science student teachers. The aim of the presented phase of the research was to verify the effectiveness of the chosen research instrument after translation into Czech, its applicability within the specific environment of the preparation of future teachers and the design of a shorter version of the questionnaire. Methods. 97 students of the first and second year of Bachelor's degree studies at the Faculty of Education of Charles University, specialising in mathematics and computer science, were interviewed either in a single-subject form or in combination with a second subject. Subsequently, the data was processed and evaluated using quantitative methods. Results. The results confirmed that the test, even when translated into Czech, fully met the claim of high reliability (Cronbach's Alpha = 0.965). Using the Principal Axis Factoring method with Varimax with Kaiser Normalisation in 11 iterations, convergence to the four basic components, which were characterised as Motivation and Enjoyment, Anxiety, Self-confidence and Value, was achieved. Conclusion. The research has shown that the chosen research instrument, the ATMI questionnaire, is fully functional after translation into English and use in the environment of preparation of future mathematics and science teachers. The first measurement data also confirms that attitudes towards mathematics are very different among future mathematics and science teachers. It also confirmed the assumption that the questionnaire has the potential to identify students who have problematic attitudes towards mathematics and are therefore at risk of dropping out.

Analyzing the Patterns of Questioning Chains and Their Intervention on Student Learning in Science Teacher Preparation

Questioning is a critical instructional strategy for teachers to support students’ knowledge construction in inquiry-oriented science teaching. Existing literature has delineated the characteristics and functions of effective questioning strategies. However, attention has been primarily cast on the format of questioning like open-ended questions in prompting student interactions or class discourses, but not much on science content embedded in questions and how they guide students toward learning objectives. Insufficient attention has been cast on the connection between a chain of questions used by a teacher in the attempt to scaffold student conceptual understanding, especially when students encounter difficulties. Furthermore, existing methods of question analysis from massive information of class discourses are unwieldy for large-scale analysis. Science teacher education needs an instrument to assess a large sample of Pre-service Teachers’ (PST) competencies of not only asking open-ended questions to solicit students’ thoughts but also analyzing the information collected from students’ responses and determining the logical of consecutive responses. This study presented such an instrument for analyzing patterns of 60 PST’s questioning chains from when they taught a science lesson during a methods course and another lesson during student teaching. Cohen’s Kappa was conducted to examine the inter-rater reliability of the coders. The PST’s orientations from the two videos were determined and the correlation between them was compared to test the validity of this instrument. Consideration of the data from this instrument identified patterns of the PSTs’ science teaching, discussed the importance of guiding questions in inquiry teaching, and suggested quantitative studies with this instrument.

From Ideal to Practical—A Design of Teacher Professional Development on Socioscientific Issues

As consensus towards teaching science for citizenship grows, so grows the need to prepare science teachers to pursue this goal. Implementation of socioscientific issues (SSI) is one of the most prominent theoretical and practical frameworks developed to support scientific literacy and preparing students as informed citizens. However, implementation of SSI holds great challenges for science teachers. Longitudinal professional development (PD) programs were designed to overcome these barriers, yet at the same time many educational systems lack the resources, both in terms of budget and time to meet such intense programs. In this paper, we introduce a design of a short-term PD course that was conducted in Israel. The PD was specifically tailored for secondary school science teachers, with the goal to support them in implementing SSI. Employing an educational design research framework, we tested our PD design over a span of three consecutive years. Through an iterative design process, we were able to make modifications to the program based on data collected and analyzed from the previous year. The structure of the PD is based on four SSI aspects: (a) introduction to SSI, (b) argumentation in SSI context, (c) SSI operationalization, and (d) science communication. In this paper, we provide detailed explanations for each of these aspects, justify the changes made to the PD design, and highlight both promising and less effective strategies for engaging teachers in SSI. Ultimately, we propose a comprehensive SSI PD model that can effectively prepare teachers to take their initial steps in implementing SSI, while remaining adaptable to diverse educational systems.

Requirements for Developing Programs and Standards for Science Teacher Preparation in Education Colleges in Light of NSTA 2020 Standards

her current era is witnessing a tremendous scientific and technological revolution in various fields of life, leading to rapid and consecutive changes that require the development and improvement of the education system in general, and teacher preparation programs in particular. The National Science Teachers Association (NSTA) in the United States has introduced standards for science teacher preparation since 2003, and these standards have been continuously developed until the 2020 version. These standards outline the knowledge and skills that science teachers should possess, serving as fixed evaluation points and an important input in science teacher preparation programs that align with the Next Generation Science Standards (NGSS). Therefore, the aim of this study, using a descriptive-analytical method, is to clarify the theoretical frameworks of NSTA standards, identify the current status of science teacher preparation standards in education colleges in Egypt, propose standards for science teacher preparation in education colleges in Egypt in light of NSTA 2020 standards, and extract the requirements for developing science teacher preparation programs in education colleges in Egypt based on NSTA standards. The study recommends the periodic modification of science teacher preparation standards in Egypt to keep pace with the knowledge related to science, technology, teaching, and society. This should be done by experts in the field of science education, taking into account the advancements in science and alignment with international standards such as NGSS and NSTA standards. Keywords: Teacher preparation program, science teacher preparation standards, National Science Teachers Association 2020 standards NSTA.