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The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

Author

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  • Diana Soares

    (Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), Department of Education and Psychology, University of Aveiro, 3810-193 Aveiro, Portugal)

  • Betina Lopes

    (Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), Department of Education and Psychology, University of Aveiro, 3810-193 Aveiro, Portugal)

  • Isabel Abrantes

    (Centre for Functional Ecology (CFE), Department of Life Sciences, University of Coimbra, 3000-456 Coimbra, Portugal)

  • Mike Watts

    (Department of Education, College of Business, Arts and Social Sciences, Brunel University London, Uxbridge UB8 3PH, UK)

Abstract

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

Suggested Citation

  • Diana Soares & Betina Lopes & Isabel Abrantes & Mike Watts, 2021. "The Initial Training of Science Teachers in African Countries: A Systematic Literature Review," Sustainability, MDPI, vol. 13(10), pages 1-17, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:10:p:5459-:d:554024
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    References listed on IDEAS

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    1. Sonja Marjanovic & Rebecca Hanlin & Stephanie Diepeveen & Joanna Chataway, 2013. "Research Capacity‐Building In Africa: Networks, Institutions And Local Ownership," Journal of International Development, John Wiley & Sons, Ltd., vol. 25(7), pages 936-946, October.
    2. António Valter Chisingui & Nilza Costa, 2020. "Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution," Sustainability, MDPI, vol. 12(8), pages 1-14, April.
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