Pre-service Teachers’ Preparedness to Teach Selected Physics Topics within Integrated Science at the Basic Schools, in Ghana.: Pre-service Teachers’ Preparedness to Teach Selected Physics Topics

Valentina Osei-Himah; Theophilus Aquinas  Ossei-Anto; Buabeng Isaac

doi:10.51724/ijpce.v17i2.380

Authors

Valentina Osei-Himah Kwame Nkrumah University of Science and Technology https://orcid.org/0009-0006-7011-3870
Theophilus Aquinas Ossei-Anto Department of Teacher Education, Kwame Nkrumah University of Science and Technology (KNUST), Ghana https://orcid.org/0009-0002-7216-8833
Buabeng Isaac Department of Basic Education, University of Cape Coast (UCC), Ghana https://orcid.org/0000-0003-4569-087X

DOI:

https://doi.org/10.51724/ijpce.v17i2.380

Keywords:

Preparedness, competence, pre-service teachers, physics education, gender disparities, mentorship

Abstract

Physics provides profound insights into the structure of the cosmos and the mechanisms behind physical phenomena. Technological advancements in this field are pivotal to the progress of civilization. Understanding physics is essential for comprehending natural phenomena in our immediate surroundings and the farthest reaches of the universe. This study, employing a descriptive survey design, examined the competencies of pre-service teachers and their preparedness to teach selected physics topics within integrated science at the basic school level. The sample comprised 560 second-year pre-service teachers from a population of 880, all studying General Physics at Colleges of Education affiliated with the University of Cape Coast, Ghana. Data were collected using a closed-ended questionnaire and analyzed with descriptive statistics (frequency tables). An independent sample t-test was conducted to identify disparities in preparedness between male and female pre-service teachers. The findings revealed that pre-service teachers were generally well-prepared to teach physics topics such as energy, measurement, motion, basic electronics, and electricity, as indicated by their high scores in related dimensions. However, male pre-service teachers showed higher preparedness across most dimensions. It is recommended that colleges provide more opportunities for female pre-service teachers to engage with experienced educators as mentors and role models. Such mentorship programs could offer crucial guidance, support, and encouragement, aiding pre-service teachers in navigating their teaching careers.

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