PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE AND SKILLS BACKLOG PERPETUATED BY EMERGENCY REMOTE TEACHING

Hlologelo Climant Khoza

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PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE AND SKILLS BACKLOG PERPETUATED BY EMERGENCY REMOTE TEACHING

Title	PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE AND SKILLS BACKLOG PERPETUATED BY EMERGENCY REMOTE TEACHING
Publication Type	Journal Article
Year of Publication	2024
Authors	Khoza, HC
Journal	Journal of Baltic Science Education
Volume	23
Issue	3
Start Page	464-475
Pagination	Continuous
Date Published	June/2024
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	case study, COVID-19, knowledge and skills backlog, pre-service science teachers, teacher education
Abstract	The adoption of Emergency Remote Teaching (ERT) during the COVID-19 Pandemic brought a shift in how lecturers teach in higher education, posing a threat to the usual development of competencies in students. This study aimed to uncover the knowledge and skills backlogs experienced by pre-service teachers. The study is framed within various concepts that characterize an ideal science teacher. Using a qualitative case-study design, data were collected through interviews with nine pre-service teachers who were subjected to the ERT. Transcripts of the interviews were analyzed thematically using the established framework as a lens. The findings indicate that while the science pre-service teachers acquired some technological knowledge, there was a concurrent loss of sufficient content knowledge, a crucial prerequisite for the development of Pedagogical Content Knowledge (PCK). Additionally, the pre-service science teachers highlighted a lack of knowledge in practical work and the specific pedagogies essential for teaching science. The implications of these findings are discussed in the context of moving forward.
URL	https://oaji.net/articles/2023/987-1719377513.pdf
DOI	10.33225/jbse/24.23.464
Refereed Designation	Refereed
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