Pre-service science teacher education in China

This study illustrates the status and the quality of education for science teachers at six Chinese universities by using qualitative and quantitative approaches. Aspects of Content Knowledge (CK), Pedagogical Practices (PP), Pedagogical Content Knowledge (PCK), Teachers’ Beliefs (TB) and Inquiry-Based Learning (IBL), all of which are closely linked to the education of science teachers, will be examined as the five elementary applications that make up the theoretical framework of this study. Education for pre-service science teachers in China is deeply influenced by Chinese politics, economy, society and culture. Some important reforms and documents related to such education will therefore be reviewed in this study. Finally, the curriculum and types of educational programs for pre-service science teachers in China will be examined. In 2001, the Ministry of Education (MOE) carried out its eighth curriculum reformation and issued the document: The Outlines for Curriculum Reform in Elementary and Secondary Education (Trial Version). Due to this new reform, Science Education, which until then used to be named Nature, was set up as an official course in Primary and Secondary Schools in China. Higher education also underwent rapid changes following the implementation of this reform. Since 2001, around 66 universities offered Science Education as an undergraduate major in China, aiming at preparing more professional science teachers. This study is based on data collected from six Chinese universities: Chongqing Normal University, Sichuan Normal University, Taiyuan Normal University, Changchun Normal University, Shanghai Normal University and Zhejiang Normal University. They are located in four regions: “The Southwest”, “The Northeast”, “Northern China” and “Eastern China”. The output of this study will provide a broad picture of how education for pre-service science teacher is organized in China, and elucidate the ways in which CK, PP, PCK, TB and IBL are reflected in training programs for pre-service science teacher. This study will also examine the correlations and interactions between these five domains. Lastly, some recommendations for the improvement of the quality of education for pre-service science teacher and the promotion of the development of such educational programs will be provided.