Journal of Education & Social Policy

Philosophical Relevance of Physics Teacher Education Curricula in South Western Nigerian Universities to Senior Secondary School Physics Curriculum
Ojediran, Isaac Ayodele

Abstract
This study was carried out to examine the philosophy of Physics teacher education in Southwestern Nigeria Universities in line with senior secondary school Physics curriculum. The study adopted a survey research design. The study population comprised all the nine Universities offering Physics teacher-education programme in Southwestern Nigeria and the only Physics curriculum for senior secondary school student by Nigeria Educational Research and Development Council (NERDC, 2009). The instrument used for the study was Philosophical Relevance and Adequacy Checklist (CPRAC). It was used to examine the philosophical relevance of universities Physics teacher education in line with the philosophy of National Senior Secondary School Physics Curriculum (SSSPC). Data were analyzed using frequency counts and percentages. Results of the study showed that out of nine universities selected, three universities (33.3%) had philosophy that is completely relevant to SSSPC philosophical objectives. Philosophies of five universities (55.6%) are partially relevant while that of the remaining 11.1% were poorly relevant to SSSPC philosophical objectives. The results showed the need for the universities to embrace the Philosophy that will meet the need of secondary school Physics students and the society. The study therefore concluded that the philosophy for Physics teacher education programme in Southwestern Nigeria Universities does not meet the demand for teaching Physics in Secondary schools.

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