Studying the process of change: the double stimulation strategy in teacher education research ViV ELLiS

The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

Sustainability ◽

10.3390/su13105459 ◽

2021 ◽

Vol 13 (10) ◽

pp. 5459

Author(s):

Diana Soares ◽

Betina Lopes ◽

Isabel Abrantes ◽

Mike Watts

Keyword(s):

Teacher Education ◽

Education Research ◽

Literature Review ◽

Science Teachers ◽

Systematic Literature Review ◽

Theory And Practice ◽

Initial Training ◽

African Countries ◽

Learning And Teaching ◽

Teacher Education Research

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.

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Especially for Special Educators

Council review ◽

10.1177/001440297604200501 ◽

1976 ◽

Vol 42 (5) ◽

pp. 244-252 ◽

Cited By ~ 5

Keyword(s):

Special Education ◽

Teacher Education ◽

Education Research ◽

Special Educators ◽

Exceptional Children ◽

Teacher Education Research

Thirty special educators, some of whom have worked in the field for over 50 years, were interviewed by telephone. Each was asked to identify milestone events and pioneers in special education and to describe the development and role of teacher education, research, and The Council for Exceptional Children over the years. Crucial issues and needs in the field today were identified by the group and their responses were synthesized into the first of a series of articles celebrating the Bicentennial.

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