A theoretical framework for training science teachers in the 21st century to enhance social accountability in poor communities

Abstract

Some scholars have accepted social accountability as a framework, through which the needs of communities could be 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 orientation, reality orientation, and an inquiry orientation for the selection of content and planning the sequence of learning experiences. It should also reflect the citizenship-centered 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.