Unlocking the Potential: Building a Supportive Ecosystem for Primary School Teachers to Develop their Science Teacher Identity

Abstract

In today's rapidly evolving world, the role of primary school teachers in laying a solid foundation in science among young learners is more important than ever. Additionally, the advancement of science and its activities all over the world and particularly in Nigeria demands a paradigm shift from traditional to a more contemporary way of teaching science in primary schools in Nigeria. Although, many teachers face various challenges in developing their science teacher identity and delivering effective science education in the classroom. Accordingly, to address this issue, it is essential to establish a supportive ecosystem that can empower and equip primary school teachers with the necessary tools and resources to enhance their science teaching skills. This became necessary at the primary school level where the foundation of science and its activities are being laid for science literacy and science career prospects in our societies. However, there is a need for educational policies that will create what it is to be a science teacher through information, formation, and transformation of science teacher identity. Therefore, this article explores the importance of building a supportive ecosystem for primary school teachers to unlock their full potential in science education. From providing professional development opportunities to creating collaborative networks, a comprehensive approach is needed to nurture and develop the science teacher identity. By doing so, we can ensure that primary school teachers are confident, knowledgeable, and passionate about teaching science, ultimately inspiring their students to become lifelong learners and critical thinkers in the field. The paper discusses;

1. Importance of science teaching in primary school
2. Formation of science teacher identity in primary schools
3. Transformation of science teacher identity in primary school