Preparing science teachers in Croatia and Denmark: comparative analysis

Abstract

The aim of this paper is to present the results of a comparative analysis of the two courses taught at teacher training institutions in Denmark and Croatia through which students are prepared to teach science at primary schools, namely the course on Nature and Techniques taught in Denmark and the course on Teaching Science taught in Croatia. Science is one of the most complex subjects to teach in primary schools and one of the most demanding subjects at teacher training faculties, in general. The analysis encompassed the characteristics of public education systems in both countries, the content of the courses and the specificities of the teacher pre-service training to implement this subject, with emphasis on competences required to teach them in primary schools. The analysis of teacher training curricula yielded that Teaching Science poorly prepares Croatian future teachers for participating in scientific research, establishing contacts with the representatives of local community, as well as for lifelong learning. Having in mind that, in democratic societies based on knowledge and participation, teachers are expected to develop in their students the skills for inquiry, communication and intellectual growth throughout their lives, the question emerges on how they could fulfil their professional tasks if teacher training faculties fail to properly prepare them before they enter schools.