SCIENCE EDUCATORS’ PEDAGOGICAL PRACTICES FOR SUSTAINABILITY IN TEACHER EDUCATION PROGRAMMES IN THE FACE OF COVID-19 PANDEMIC

Authors

  • Adolphus, T. Department of Science Education, Faculty of Education, Rivers State University, Nkpolu-Oroworukwo, Port Harcourt, Nigeria
  • Otuturu, F.G Department of Science Education, Faculty of Education, Rivers State University, Nkpolu-Oroworukwo, Port Harcourt, Nigeria

DOI:

https://doi.org/10.51594/ijarss.v4i9.405

Abstract

Since the advent of COVID-19, the educational system across the globe has been affected in various degrees from total closure to the use of online facilities for teaching and learning. This paper examined pedagogical practices before the advent of COVID-19, pedagogies appropriate for science teaching and learning in the face of COVID-19 and the need for the review of science teacher education programmes to equip trainee teachers with appropriate 21 century skills and knowledge for the needed digital teaching and learning environment in order to promote scientific knowledge for the purpose of sustainable development. The paper finally looks at science educators’ pedagogical practice for sustainability in teacher education programme in the face of covid-19 pandemic. Mention is made of the essential impact of science education on sustainable development as well as challenges of science education and sustainable development in the Nigerian context. The paper concludes that the curriculum for science education should be reformed to reflect the needs of Nigerian society in terms of practical skills required for individual development as well as national development to equip trainee teachers with appropriate 21 century skills and knowledge for the needed digital teaching and learning environment. It is therefore recommended that the Nigeria government should make provision for science and laboratory tools to attract and promote scientific skills and knowledge among students.

Keywords: Science Education, Evaluation, Pedagogical Practice, Teacher Education   Programme.

Published

2022-11-15

Issue

Section

Articles