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Article Title: Relevance Of Physics Teacher Education Curricula In Southwestern Nigerian Universities To Senior Secondary Physics Curriculum For Sustainable Development In Nigeria Educational System
by Ojediran Isaac Ayodele (Ph.D)

Abstract:
This study was carried out to examine the relevance of Physics teacher education curricula in Southwestern Nigeria universities to senior secondary school curriculum, with the goal of establishing if the design meets the needs of secondary school education. The study adopted the descriptive survey research design and Physics teacher education curricula (PTEC) used in the nine universities housing the programme. The instrument titled Physics Teacher-Education Curriculum Structural Adequacy and a Checklist (CSRAC) were used to elicit information for the study. Data were analysed using descriptive statistics of percentages. Major findings showed that out of fifty-five Physics topics in the five themes of the secondary school Physics curriculum, A, B, D, E, I, C, F, H and G were all relevant with the percentage frequency of ( 60% and above). The organisational structures of Physics teacher education curricula in southwestern Nigerian universities to secondary school Physics curriculum, universities A, C and D were relevant (<60% and above). The result also showed that only mechanics 22(26.5%) out of the seven branches of Physics listed in secondary school Physics appeared in PTEC, followed by laboratory skills with 17(20.5%), while heat, waves and sound, and electricity and Magnetism were equally at 11(13.3%) each . It was recommended that the Physics component of the course must be well structured substantively and syntactically to meet the objectives set out so that teachers produced will be able to teach Physics students in secondary school to excel in their educational attainment (Utilitarian and egalitarian philosophy). It is also recommended that the universities and National University Commission need to build strong and viable curricula that can proactively respond to the needs of senior secondary school Physics teaching. __________________________________________________________________________________________ Keywords: Relevance Of Physics Teacher Education Curricula In Southwestern Nigerian Universities To Senior Secondary Physics Curriculum For Sustainable Development In Nigeria Educational System Ojediran Isaac Ayodele (Ph.D.) Department of Science and Technology Education, Obafemi Awolowo University, lle-lfe, Osun State, Nigeria. ---------------------------------------------------------------------------------------------------------------- ABSTRACT This study was carried out to examine the relevance of Physics teacher education curricula in Southwestern Nigeria universities to senior secondary school curriculum, with the goal of establishing if the design meets the needs of secondary school education. The study adopted the descriptive survey research design and Physics teacher education curricula (PTEC) used in the nine universities housing the programme. The instrument titled Physics Teacher-Education Curriculum Structural Adequacy and a Checklist (CSRAC) were used to elicit information for the study. Data were analysed using descriptive statistics of percentages. Major findings showed that out of fifty-five Physics topics in the five themes of the secondary school Physics curriculum, A, B, D, E, I, C, F, H and G were all relevant with the percentage frequency of ( 60% and above). The organisational structures of Physics teacher education curricula in southwestern Nigerian universities to secondary school Physics curriculum, universities A, C and D were relevant (<60% and above). The result also showed that only mechanics 22(26.5%) out of the seven branches of Physics listed in secondary school Physics appeared in PTEC, followed by laboratory skills with 17(20.5%), while heat, waves and sound, and electricity and Magnetism were equally at 11(13.3%) each. It was recommended that the Physics component of the course must be well structured substantively and syntactically to meet the objectives set out so that teachers produced will be able to teach Physics students in secondary school to excel in their educational attainment (Utilitarian and egalitarian philosophy). It is also recommended that the universities and National University Commission need to build strong and viable curricula that can proactively respond to the needs of senior secondary school Physics teaching.

Keywords: Syntactical Structure, Substantive Structure, Physics Curriculum Structure, Sustainable Development, Human Development, Environment.

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