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Asia-Pacific
Forum on Science Learning and Teaching, Volume 7, Issue 2, Article 2
(Dec., 2006) Heba EL-DEGHAIDY An investigation of pre-service teacher’s self-efficacy and self-Image as a science teacher in Egypt
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This study
was administered in an Egyptian pre-service teacher educational programme. Most
of the teaching and learning that take place in schools, and on some occasions
in university courses, relay on ‘chalk and talk’. In science classes
there is little chance for practical work. Teachers use demonstrations and
simple visual aids to compensate for the limited resources in schools. Generally
speaking, the education system in Egypt, as in many developing countries, is
dominated by a teacher-centred approach. Such approach entails teacher dominance
as the central figure in class and the only source of knowledge. The major role
of teachers is transferring knowledge to students’ blank minds emphasising
memorization and recall of facts. Students in turn have passive roles receiving
the transmitted rote knowledge. Competitive individualistic learning settings
take place as students listen to presented content without talking to peers,
take notes and respond to occasional questions from the teacher.
However, there are many efforts individually, nationally and internationally to facilitate a shift towards a more student-centred approach and expand teachers’ repertoire of teaching strategies (Arab Republic of Egypt Ministry of Education, 1996; Quality Assurance and Accreditation Board, 2005). This view emerged from the role education, especially primary education, could play in achieving economic improvement in Egypt (Hargreaves, 2001). Shifting to student-centred approaches require change in roles of both teachers and students. Teachers act as facilitators and guides who develop challenging learning environments and occasionally act as co-learners. Students are expected to have positive active roles in their learning as they search for knowledge from various sources, engage in cooperative meaningful and authentic activities experiencing both ‘hands-on' and 'minds-on’.
Copyright (C) 2006 HKIEd APFSLT. Volume 7, Issue 2, Article 2 (Dec., 2006). All Rights Reserved.