Science teaching in Africa: enhancing and sustaining teacher efficacy

Abstract

Given the well-established need for teacher intervention in Science learning, it is now time for closer attention to be given to research on teachers and teaching in schools, so as to address the question of quality Science education locally (in Africa) and internationally. In this paper I argue that Science teacher effi cacy is a key issue and a major factor in successful implementation of effective Science education in Africa. It presents the Kenyan case as a typical African scenario. Located in the sub-Saharan region, Kenya shares similar national development plans and dreams as well as socio-economic conditions with most African countries. In this report, the current status of Science education in Kenya is explained, and a blueprint for how to enhance and sustain effective teaching of school Science, likely relevant to any country in Africa, is presented. This work argues that teachers’ use of contextual and practical approaches would enhance the effi cacy of school Science teaching. The aim of this paper, though focusing on a Kenyan context, is to generate debate about Science education in Africa, as well as expose issues for cross-border research on teachers and the teaching of Science.