Preparedness on Outcome-Based Education Instructional Methods: Foundations for Formulating an Effective Preservice Science Teacher Preparation and Scaffolding Model in Botswana

Abstract

This study explored the extent of preparedness of science lecturers and completing preservice teachers enrolled on science education programs at teacher preparation institutions in Botswana on implementing exemplary instructional methods following the national adoption of Outcome-Based Education (OBE) curriculum. Using a descriptive survey design, data was collected from a diverse sample of science lecturers and final-year preservice science teachers to evaluate their readiness to apply contemporary, exemplary instructional methods. Findings reveal a sub-optimal level of preparedness, with notable gaps in pedagogical content knowledge, technology integration, and the practical application of OBE principles in both science lecturers and student teachers. Although science lecturers reported being adequately prepared to support learning through collaborative, inductive, and experiential instructional methods, their classroom practices suggested low frequency of using these methods, with few activities that provoked critical thinking or problem-solving skills. Final-year student teachers were found to be minimally prepared to teach using these exemplary instructional methods, rarely engaged in inductive instructional activities, and mostly involved in teacher-directed instructions, implying that lecturers did not model these methods consistently during teacher preparation. The narrative evidence that contextualized the numerical data further revealed that large class sizes, heavy workloads, shortages of teaching and learning resources, and pressure to complete the syllabus constrained both lecturers’ and student teachers’ ability to implement collaborative, inductive, and experiential learning approaches. These insights highlight contextual and systemic factors which require an urgent need for targeted professional development initiatives, mentorship programs, curriculum revisions in teacher education, and stronger school-university partnerships to bridge the gap between preservice teacher preparation and classroom practice, support early-career teacher development and promote sustained improvements in instructional quality. Enhancing teacher preparedness in line with OBE objectives holds significant implications for improving student outcomes, advancing educational equity, and strengthening Botswana’s position in global STEM