A theoretical framework for training socially accountable science teachers

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.

Extending social accountability mandates to biomedical research in Canadian faculties of medicine

“…Further, students indicated that they struggle with knowing how to collaborate with community partners in ways that support the alignment of their research goals with community need. 13 Our findings mirror the outcomes of the European Union’s Horizon 2020 program, 17 a funding program that aimed to tighten the science-society link by fostering community involvement. 17 The program suffered from poor adoption of policies related to research ethics, open-access publication, and public engagement among scientists 3 that was attributed to a lack of awareness of responsible research principles, insufficient training, and resistance to change on the part of established scientists, 3 highlighting the importance of institutional change to meaningfully embed SA into biomedical research mandates.…”

“… 22 , 26 However, while faculty want to support students in conducting change to such engagement, the increased time, effort, and flexibility needed requires institutional support and commitment. 12 , 13 , 24 , 26 To achieve this, faculty development can target grantsmanship related to promoting community-partnered/patient-orientated research from development of the research question to knowledge mobilization.…”

“…Dzau et al's bench science to society framework emphasizes interdisciplinary inputs to ensure tangible progress in issues of societal importance. 4 To achieve this, educators have attempted to implement topics of SA in higher education [12][13][14]15 but challenges concerning how to practically engage students in SA in biomedical research remain. 12,13 To address this knowledge gap, we conducted a study to understand students' perceptions of SA in research to inform the development of a graduate-level course for biomedical students at our institution.…”

A classroom conditions model for enhancing learner attainment of quality educational outcomes in Accounting education

“…Quality education is still beset by several contextual impediments that hamper bridging the gap of inequalities. Failure to address these imbalances, Mnguni (2019) lamented that South Africa faces a serious challenge of non-skilled individuals who cannot build the essential human capital even in the future. The implication is that the desired goals of CAPS might not be attained unless proactive measures are taken to link PCK and human capital development.…”

Development Study of Academic Resilience Scale for Gifted Young Scientists Education

“…Adolescence living in this era really need tougher skill and higher order thinking skill to face current living condition which is full of rapid -dynamic growths (Nota, Soresi, & Zimmerman, 2004;Desmita, 2009;Abdurrahman et al, 2019). Curriculum and educational system also experience reformation in introducing education to prepare students in facing 21 st century challenges so they could adapt with the dynamic changes (Mnguni, 2019;Walid et al, 2019;Sadiku & Sylaj, 2019). Reformations or changes frequently cause various problems for students, especially in academic matter.…”