September 23, 2025

Bridging Theory and Practice: Exploring Curriculum and Social Networks in Preparing Pre-Service Teachers for Science Teaching in the Foundation Phase

Key Points

The study finds that pre-service teachers face inadequate exposure to science content in their curriculum and support systems.
Participants reported a lack of science-specific mentorship, with 88% citing limited guidance during their training.
Using a qualitative case study design, data were gathered from questionnaires and document analysis to explore curriculum effectiveness.
The findings suggest that reforming the curriculum to enhance science pedagogy and mentorship is essential for teacher preparation.

Abstract

This study explores how the Bachelor of Education Foundation Phase curriculum and learning support systems (peer, mentor, and institutional support structures) shape pre-service teachers’ (PSTs) preparedness to teach science-related themes (science concepts and processes embedded within the Life Skills curriculum) in South African primary schools. Although early science education is crucial for foundational learning, science remains marginalised within the Life Skills curriculum, limiting PSTs’ exposure to discipline-specific content and pedagogy. Guided by three research questions, the study examines: (i) how the Bachelor of Education Foundation Phase curriculum equips PSTs to teach science-related content; (ii) the influence of peer and mentor networks on PSTs’ professional development and confidence; and (iii) the role of institutional support structures in shaping science teaching readiness. A qualitative case study design, using purposive sampling, was employed, with data collected through a questionnaire and document analysis of third- and fourth-year Life Skills modules. Thematic analysis, underpinned by pedagogical content knowledge and social network theory, revealed key challenges including limited practicum exposure, a lack of science-specific mentorship (reported by 88% of participants), and inadequate emphasis on science pedagogy. In response, the study introduces the Integrated Pedagogical Network Support framework to bridge the theory-practice gap and support PST development. The findings call for curriculum reform to prioritise science pedagogy, structured mentorship, and strengthened peer learning opportunities. This study contributes a contextually grounded framework that may inform the reimagining of teacher education programmes in South Africa and comparable contexts.

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