Abstract:

This paper examines the policies and influences on science teacher preparation (STP) in different countries. A neoliberal framework was used to compare how different countries prepared science teachers. Neoliberalism dictates that multiple governmental and external factors are responsible for influencing education. For STP, the policy decisions can be based upon the advancement of the country by improving the economy through science, technology, engineering, and mathematics education. Seventeen countries from different economic and income designations around the globe were reviewed to explore STP standards, accreditation processes, and influencing factors. Policy documents, research articles, books chapters, and interviews with educational experts in each country were used as data sources. Each interview followed a semi-structured format focusing on understanding the policies that govern STP in each country and how these policies influenced the structure of the various institutions’ STP programs. Results show that few countries have science-specific teacher preparation standards, autonomy to decide on STP standards differs among countries, accreditation is mostly general, most , STP programs in developing countries are influenced by Western thought, and competition among countries has led to a push for better quality STP programs.

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