Please enter verification code
Science Teacher Education Program for Effective Classroom Performance in a Changing World
International Journal of Science, Technology and Society
Volume 2, Issue 4, July 2014, Pages: 78-84
Received: May 29, 2014; Accepted: Jun. 17, 2014; Published: Jun. 30, 2014
Views 3388      Downloads 150
Daniel Patrick, Banu, Department of Education, Federal University, Kashere, Gombe, Nigeria
Sadiq Abubakar, Abdullahi, Department of Education, Federal University, Kashere, Gombe, Nigeria
Article Tools
Follow on us
One of the challenges in science teacher education program in universities and colleges of education around the world is preparing pre-service teachers to teach effectively from a global perspective. Adding a global dimension in a science classroom helps students to develop global knowledge and understanding, and a cosmopolitan spirit needed for the twenty-first century global citizenship. This paper discusses how Department of Education at Federal University Kashere, Nigeria, attempts to prepare its pre-service science teachers to add a global dimension in the classroom to prepare students for global competitiveness and global citizenship. The teacher education program adheres strictly to national and international standards and to best instructional practices.
Science Teacher Education, Global Dimension, Secondary Science Program
To cite this article
Daniel Patrick, Banu, Sadiq Abubakar, Abdullahi, Science Teacher Education Program for Effective Classroom Performance in a Changing World, International Journal of Science, Technology and Society. Vol. 2, No. 4, 2014, pp. 78-84. doi: 10.11648/j.ijsts.20140204.14
Abdullahi, S. A. (2010). Rethinking global education in the Twenty-first century. In J. Zajda (Ed.). Global pedagogies: schooling for the future (pp. 23-34). Dordrecht, New York: Springer.
Abdullahi, S. A. (2008). The Hope for Nigeria: Vision 2020 Faces Difficult Challenges Ahead. The Nigerian Economic Summit Group. NESG Economic Indicators, pp 40 -46, July- September.
Abdullahi, S. A. (2007). “Education and democracy in Nigeria: Vision 2020.” Retrieved December 15, 2013 from
Abdullahi, S.A. (2004). Teacher’s knowledge, awareness, and pedagogy of global education in secondary schools. Unpublished doctoral dissertation, Florida International University, Miami, FL.
Ajaja. O. P. (2009). Evaluation of science teaching in secondary schools in Delta State 2-teaching of the sciences. International Journal of Science, 1 (2) 119-129.
Ajeyelemi, D. (1987). Science education in the last Two Decades: Are We Really Serious. In ejiogu, A.M. & Ajeyalemi, D. (eds) Emergent Issues in Nigerian Education. Lagos, jaja Ed. Res. Publishers, p. 147-159.
American Association for the Advancement of Science. (AAAS, 1989). Science for all Americans. Washington: AAAS.
Banu, P. (1992. Trends in the goals and objectives of science education. Journal of Science Teachers’ Association of Nigeria, vol 27 (2) pp 25-29.
Ben, B.A (2010). Innovations in science and technology education through science teacher associations. Science Education International 21 (2) 67-79.
Dr. Mohamad H. Atyeh, Prof. Wael Al-RashedTesting the Existence of Integration; Kuwait and Jordan Financial Markets International Journal of Economics, Finance and Management Sciences MMDD-2013, pp. 89-94. doi:10.11648/j.ijefm.20130102.14
Federal Ministry of Education. (FME, 1985). National core curriculum for junior secondary schools. Lagos: Federal Government Press.
Federal Ministry of Education. (FME, 1982). National core curriculum for senior secondary schools. Lagos: N.E.R.D.C.
Federal Government of Nigeria. (1981). National policy on education (2nd edn). Lagos. Government Press.
Federal University Kashere, Gombe, Nigeria: Academic Brief, 2011
Ojimba P. D. (2013). Enhancing schools – industries partnership in science education: Implications for Nigerian secondary schools. European Scientific Journal, vol 9, no 13.
Olorundare, A. S. (2010). The need for a reform in the STEM teacher education. A paper presented during the Kwara State conference of STAN at the University of Ilorin Auditorium.
Olorundare, A.S., & Omosewo, E.O. (2011). Trends and issues in science teacher education in Nigeria and the way forward. A paper presented at the 2nd International Conference of the Collaboration of Education Faculties in West Africa (CEFWA) in the Faculty of Education at the University of Lagos, Nigeria.
Omosewo, E.O (1991). Relevance of the physics education programme of Nigerian Higher Institution to the teaching of secondary physics in published PhD thesis, Unilorin.
Omosewo, E.O (1998). A proposal for an improved training programme for prospective physics teachers in Nigeria secondary schools. Science Education Forum 2, 36-41.
Onwu, G. O. (2010). Science in Nigerian Secondary Schools: What Went Wrong. Retrieved
Opateye, J.A. (2012). Nigeria secondary school science teachers’ awareness and preparation for the challenges of Vision 20:2020. Africa Research Review, vol 6 (4), (27)
Staver, J.R. (2012). Teaching science. Educational practices series-17. International Academy of Education.
STAN. (1973). Constitution of the Science Teachers Association of Nigeria. Ibadan: STAN
STAN. (1992). Raising the standard of performance in public examinations in science, technology and mathematics. Position paper No. 4.Ibadan: STAN
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186