Training and development of science teachers

In this book, the first part presents an approach on Science and Science Teacher Education. In the second part, we present a case study conducted at ISCED-Huambo with interns and their supervisors in the framework of initial science teacher education. The research was conducted using mixed methodology. Data were collected through questionnaire surveys and documentary analysis. The results show that the perceptions of supervisors and prospective science teachers on the role assigned to pedagogical supervision in the initial training of science teachers privilege an emphasis on monitoring pedagogical supervision, although they also reveal reflective and humanistic concerns, raise questions of coherence between training policies advocated in legislation and training practices.