Teaching Science in Challenging Contexts: Pre-Service Teachers’ Perspectives on Practical Work in Rural Disadvantaged Schools

This mixed-methods study explores challenges, perceptions, and strategies for implementing practical science teaching among pre-service teachers in rural disadvantaged schools in Southwest Nigeria. Data from 100 pre-service teachers across four universities were gathered via surveys and semi-structured interviews with 20 participants. Findings show strong agreement on the value of practical work for conceptual understanding, theory-application bridging, and inquiry skills development. However, major barriers include inadequate laboratory equipment, insufficient training and low confidence, funding shortages, unreliable infrastructure, and lack of technical support and mentorship. Qualitative data reinforced resource deficits and insufficient preparation as key obstacles. Despite challenges, participants remained optimistic about feasibility in rural contexts. Recommended strategies encompass enhanced incentives and infrastructure, integrating rural placements in training, adopting innovative approaches, and strengthening mentorship. The study highlights the urgency of systemic reforms in teacher preparation and resource allocation to improve practical science education, student engagement, and outcomes in Nigeria.