A Discourse on the Essentials of Transformative Science Teacher Professionalism and Scientific Literacy in the Challenges of Global Economic Crisis

Abstract

The economic development of a nation is correlated with the scientific and educational development (EL-Khawas, DePietro-Jurand, & Holm-Nielsen, 1998), thus the yearnings and concerns for developing new ways of science teaching and learning, and to further improve the experiences in science teachers professional development. This study emphasised on how the characteristics of transformative science teacher professionalism can support science teacher professional development and develop scientific literacy, such that science teachers’ professional transformation could provide skills, behaviours and attitudes which are essential for social development and economic growth. Data in the study revealed that science teachers have negative experiences of the characteristics provided in the Scientific Literacy and Transformative Science Teacher Professionalism Questionnaire (SLTSTPQ). The findings in the study provide insight into how science teachers’ professional learning and professionalism could make them become creative and innovative pedagogues for the benefit of the society and for dispersing ‘best practices’ in science teaching profession to overcome the global economic crisis. This article concluded with a number of recommendations on national re-orientation and re-birth, and for reclaiming our national pride through scientific literacy with the development of transformative science teaching profession.