Pre-Service Teachers’ Integration of Indigenous Knowledge Practices into Science Teaching: Evidence of Core Competency Manifestations

Abstract

This study explored the core competencies evidenced by pre-service teachers as they engaged with Indigenous Knowledge Practices (IKPs) and considered their integration into science teaching during Supported Teaching in Schools (STS) in Ghana. The study focused on pito brewing and akpeteshie distillation as culturally situated contexts through which pre-service teachers examined scientific ideas associated with separation of mixtures and explored connections between indigenous knowledge and formal science education. A qualitative exploratory design was employed. Fifteen purposively selected third-year pre-service teachers undertaking STS in 15 Basic 4 classrooms participated in the study. The interview transcripts and observation notes were analysed thematically. NVivo 2020 was used to organise the qualitative dataset, manage codes and retrieve coded excerpts. The software supported data-management and coding. The findings provided evidence of opportunities for pre-service teachers to demonstrate communication and collaboration, cultural identity and global citizenship, personal development and leadership, and digital literacy. However, evidence of critical thinking and problem-solving and creativity and innovation was limited. The findings suggest that culturally situated IKPs can provide relevant contexts for demonstrating selected core competencies, but their integration alone does not guarantee the development or manifestation of higher-order competencies. The study highlights the importance of deliberately structuring IKP-based science activities to create opportunities for inquiry, analysis, problem-solving and creative thinking. Implications for teacher education and the integration of culturally relevant knowledge into science teaching are discussed.