Alignment Gaps in Science and Technology Curricula: Teacher Education versus Primary Education

Abstract

Globally, it has been difficult to synchronize curricular in cases where two separate ministries of education and higher education exist. The ministry of higher education spearheads human capital development for the nation’s multi-sector demands while the education sector is just a single sector. This paper explores skills needed by post ‘O’ Level pre-service student teachers so as to fully service the primary school science and technology curriculum (PSSTC). It also examines the effectiveness of primary teacher education science and technology curriculum (PTESTC) in facilitating the acquisition of the needed skills. The major argument of this paper is that successful curriculum implementation is dependent on alignment of teacher education with primary and secondary school programmes. Using the multistage designs sampling technique two colleges from a target of eleven primary teachers’ colleges were selected. Convenience sampling was used to select two colleges while snowball sampling was done to select the lecturers for interviews in the two colleges who are involved in the teaching of Science and Technology Professional Studies Syllabus B. For triangulation purposes, analytical rubrics were also used to analyse clarity of policy, the organization of content and the relevance of pedagogical approaches used in teacher education. The findings were that, instead of having a synchronized approach, the PTESTC is diverging from PSSTC. The teaching approaches used in PTESTC do not add value to primary school science and technology teaching.   The study also found out that no science and technology content is taught in Science and Technology Professional Studies Syllabus B and student teachers did not develop positive attitudes and responsible behaviour towards community and environment. The whole course outline focuses on methodology of teaching science and technology and not content. Two key proposals made to deal with the current misalignment of PTESTC and PSSTC include synchronization of PTESTC with PSSTC and an emphasis on content so that its mastery by the teachers is standardized.  The PTESTC should align its objectives to the primary school science and technology syllabus.