A theoretical framework for training socially accountable science teachers

• Main Author: Lindelani Mnguni
• Format: Article
• Language: English
• Published: Journal for the Education of Gifted Young Scientists 2019-06-01
• Series: Journal for the Education of Gifted Young Scientists
• Subjects: citizenship education; curriculum ideologies; resource-restrained communities; social reconstruction; social accountability
• Online Access: https://dergipark.org.tr/en/pub/jegys/issue/45717/529459

Social accountability has been accepted as a framework, through which the needs of communities are prioritized in all education systems. However, there are considerable differences in the needs of communities in resource restrained communities compared with well resources communities. Consequently, there is a need for a specific theoretical framework which will inform curriculum design for science teacher training in resource restrained communities. In such a framework the researcher proposes the adoption of citizenship education as the philosophical basis for social accountability in education. Such as education should integrate knowledge-, reality- and an inquiry-orientation for the selection of content and planning the sequence of learning experiences. It should also reflect citizenship-centred ideology as a central principle of the curriculum. The researcher believes that a curriculum that is based on this framework could facilitate the adoption of social transformation and social accountability.