A comparison of pre-service science teacher education in Myanmar, the Philippines and Japan

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Document Type

Article

Source Title

Education Sciences

Volume

13

Publication Date

2023

Abstract

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.

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Digitial Object Identifier (DOI)

10.3390/educsci13070706

Disciplines

Teacher Education and Professional Development

Keywords

Science teachers; Teachers—Training of--Myanmar; Teachers—Training of--Philippines; Teachers—Training of--Japan; Science—Study and teaching--Asia

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