Open Access Peer-reviewed Review

Secondary Science Teacher Preparation: A Scoping Review of Challenges, Structures, and Interventions

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Different Pathways to Science Teacher Education
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Submitted   Mar 13, 2025
Published   Sep 15, 2025
Issue    Vol 6 No 1 (2025)
DOI   10.25082/AERE.2025.01.002

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Benard Chindia corresponding author
STEM Education Research Center, Southern Illinois University, Carbondale, USA
Sheilla N. Wawire
STEM Education Research Center, Southern Illinois University, Carbondale, USA
Harvey Henson
STEM Education Research Center, Southern Illinois University, Carbondale, USA

Abstract

This scoping review synthesizes literature on secondary science teacher preparation programs across five continents, drawing on 22 peer-reviewed studies. It examines program structures, prevailing challenges, and strategies aimed at addressing science teacher shortages, with a particular focus on rural contexts. The countries represented in the review include the United States, Canada, Germany, China, and others from diverse geographic regions. The findings highlight dominant challenges, including shortages of qualified science teachers, technological, pedagogical, and content knowledge (TPACK) gaps, and limited opportunities for interdisciplinary or transdisciplinary training. Shortages are mitigated through lateral/alternative entry pathways and structured programs offering 3--4-year training, combined with clinical experience to enhance TPACK and meet licensure requirements. Some countries train teachers to teach multiple science subjects and provide incentives through scholarships and higher salaries for those who commit to working in rural schools. These findings offer valuable insights for stakeholders, suggesting adaptable strategies to improve the quality and supply of science teachers and strengthen science education.

Keywords
secondary science, teacher shortage, rural schools

Article Details

How to Cite
Chindia, B., Wawire, S. N., & Henson, H. (2025). Secondary Science Teacher Preparation: A Scoping Review of Challenges, Structures, and Interventions. Advances in Educational Research and Evaluation, 6(1), 318-331. https://doi.org/10.25082/AERE.2025.01.002
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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