Assessing pre-service teachers’ willingness to receive formal training in integrating Indigenous knowledge into science education

Abstract

The study focused on assessing pre-service teachers’ willingness to receive formal training specifically related to integrating Indigenous knowledge into the teaching of science to promote culturally responsive science education. The study was conducted at the University of Education, Winneba, Ghana. Participants were 248 purposely sampled level 400 undergraduate pre-service science teachers in the Department of Integrated Science Education. Quantitative and qualitative data were gathered through an online survey questionnaire. The quantitative responses were analysed using descriptive and inferential statistics, while qualitative data were thematised using both inductive and deductive strategies. The pre-service teachers expressed openness to receiving formal training indicating a positive response. The study recommends that the pre-service science curriculum should include formal training on integrating Indigenous knowledge by adopting a comprehensive approach that involves resource development, cultural sensitivity training, addressing biases, designing of courses and targeted modules that include pedagogical training.