Physical Sciences Student Teachers’ Choices about Educational Materials when Planning for Classroom Instructions during Micro-Teaching

Abstract

 The objective of this study is to investigate the curriculum materials physical sciences student teachers choose while developing lesson plans in preparation for micro teaching, both independently and collaboratively and to explore the reasons why student teachers choose those curriculum resources. The study was framed around the Constructivist  Theory. A whole class of 87 Bachelor of Education students in their third year of study who registered for a Physical Sciences Teaching module in the beginning of 2023 academic year were invited to take part in the study. In preparation for teaching practice, student teachers were tasked with individual and group lesson plans for micro teaching, where they chose curriculum materials for their micro teaching lessons and give reasons for their choices. Data was collected using interviews, focus group discussions and classroom observations. Data was analysed using descriptive analysis and thematic analysis framed around the construct developed by Siedel and Stylianides's (2018). The study found that student teacher chose several curriculum materials for both individual and group work using the 5E framework as a guide. In addition, student teachers considered variables such as  those linked to the learners, teaching methods, science content, culturally driven, availability and any constraints that may be present in their lesson plans and during micro teaching. In essence, this study highlights the nuanced decision-making process that student teachers undergo, emphasizing the multifaceted nature of curriculum material selection. Recognizing the dynamic interplay of these factors is crucial for educational policymakers, curriculum developers, and school administrators aiming to support teachers in making informed choices that ultimately enhance the quality of science education provided to learners. Future research could underscore the need for ongoing research and dialogue in the realm of curriculum development, with a focus on empowering science teachers with the tools and resources to navigate this intricate landscape effectively.