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Article Title: Practicing Teachers Perception of Undergraduate Preparation for Science Teaching in Secondary Schools in Nigeria
by Uchenna Udeani and Charity Ejikeme

Abstract:
The purpose of this survey study was to find out practicing teachers' perceptions of undergraduate preparation for science teaching in the areas of content knowledge, pedagogical knowledge, work habits and safety, fostering best practices and continued professional development. A focus group interview was conducted and a 4-point likert type questionnaire was administered to eight hundred and ten practicing science teachers drawn from secondary schools within Lagos West senatorial Zone, consisting of three Local Education Districts (LED). Data was analyzed using frequencies and percentages. The results indicated that practicing teachers perceived inadequate preparation particularly in the utilization of (i) West Africa Examination Council Examination Syllabus (ii) prescribed textbooks (iii) ICT (iv) Meta-cognitive instructional strategies, (v) science -Technology-Society approach (vi) communication skills. Teachers in the sample also mentioned inadequate exposure to work habits and safety issues and the skills that foster best practices in their training. On professional development, the teachers supported re-certification examination and the introduction of a period of mentoring for beginning teachers. The implication of the findings for improving science teacher education in the 21st century was highlighted.

Keywords: practicing teachers, science teaching, undergraduate preparation and teacher training.

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