Abstract:

The purpose of this study was to evaluate the performance of the “scientific field” female teachers to teach science and mathematics subjects for pupils in Basic Education schools (Grades 1-4), ages of students from (6-10). This evaluation questions the adequacy of per-service and in-service programmes to prepare qualified teachers to teach these subjects in a changing school system implementing a reformed Basic Education curriculum and programme. This system tends to transfer the teaching and learning process from the traditional learning environment to one that is a constructivist teaching environment. The study tried to examine the extent of the constructivist approaches by student teachers and practicing teachers in their science and mathematics lessons.

Classroom observation was conducted. Six different Scientific Field teachers from two regions were observed in different lessons, and six student teachers from two colleges were also observed during their practicum programme. The duration for each observation was for a session of about 45 minutes. These observations were obtained in order to gain a further insight into students and teachers reactions to the teaching methods and classroom management to remark if there any evidence of constructivist teaching the as well as to gauge the classroom environment in the actual situation.

The study found from the observations of some of the practicing teachers and student teachers observed while teaching science and mathematics lessons, and from the follow-up interviews, that there is very little sign of constructivist teaching approaches used in these lessons.
The study proposes recommendations which can improve and strengthen the preparation of cycle one scientific field teachers at the pre-service level and to future in-service so that teachers might better meet the range of work and responsibilities they are facing in the reformed Basic Education schools. Finally, it recommends areas for further research.

Keywords:

Scientific field teachers, constructivist learning environment.