Exploring Current Pre-Service Science Teacher Preparation Approaches In Zimbabwe

Approaches used in preparing pre-service science teachers influence their views of teaching and learning. As revealed by some studies, this assertion is premised on the notion that teachers tend to teach the way they were prepared to teach. Rooted in the interpretivist paradigm, this case study sought to find out pre-service science teachers’ views on approaches used during their preparation in two teachers’ colleges in Zimbabwe. Data were collected through semi-structured interviews with purposively sampled pre-service science teachers and science educators, In addition, focus group discussions with pre-service science teachers, and document analysis were used to gather data. Through coding, emergent themes were interpreted based on the interpretivist paradigm. Findings show that pre-service science teachers viewed approaches used in their preparation to be contextualised to a greater extent, to prepare them for teaching in diverse teaching and learning environments. The study also revealed that even if science educators may be aware of the importance of applying certain approaches like simulations during preparation, limitations like lack of funding and resources may hinder application of such approaches. This suggests that pre-service science teachers should be equipped during preparation, with skills to understand contextual factors which may limit use of certain teaching and learning approaches, in order to make relevant adjustments.