Science Teaching Competence: Before and After the Internship Experience

Abstract

The study assessed the teaching competence of secondary pre-service science teachers in terms of teaching knowledge, teaching skills, and attitude. Gaps between theory and practice were identified that might have huge and vital impacts on their professional growth, possible benefits, and challenges to develop and guarantee more efficient and comprehensive teaching-learning practices for all. The study made use of a mixed research approach (descriptive comparative research design and phenomenological research design). The validated instruments (Scale and Questionnaire) were distributed to the respondents (n=45; Secondary Pre-service Science Student Intern) and purposive sampling was utilized in selected Tertiary Education Institutions. Weighted means and a Two-tailed T-test of dependent means at the level of significance  = 0.05 (quantitative data) and thematic analysis (qualitative data) were applied. The assessment of the teaching competence has shown that the pre-service teachers were competent. Results revealed that the level of knowledge was very good, the level of teaching skills was high and the attitude was very positive. Results also revealed that there was no significant difference before and after practice teaching in terms of knowledge and attitude. Yet, for teaching skills, there is a significant difference before and after practice teaching. Several gaps emerged between the theory and practice of pre-service science teachers which may have vital impacts on our future educators. Based on the results of the study, an emergent theory and a Teacher Education Development Action Plan for Pre-service Teachers were created.