Preservice science teacher preparation and scaffolding (PSTPS) model for first experience with outcome-based education in Botswana

Ndechedzelo Tau; Harrison Daka; Lydia Mukuka Mulenga-Hagane

doi:10.51867/ajernet.7.2.7

Authors

Ndechedzelo Tau The University of Zambia, Zambia https://orcid.org/0009-0007-2885-7814
Prof. Harrison Daka The University of Zambia, Zambia
Dr. Lydia M. Mulenga-Hagane The University of Zambia, Zambia https://orcid.org/0009-0001-6423-4215

DOI:

https://doi.org/10.51867/ajernet.7.2.7

Keywords:

Exemplary Instructional Methods, Outcome-Based Education, Performance-Based Assessments, Preservice Teacher Preparation, Scaffolding

Abstract

Outcome-Based Education (OBE) has evolved as a transformative approach to education that emphasises clearly defined learning outcomes, competency acquisition, and learner-centred learning. Drawing on multidisciplinary literature, the review indicates that Outcome-Based Education enhances student engagement, motivation, critical thinking, and employability by aligning curriculum design, instructional approaches, and assessment practices around clearly articulated learning outcomes. Empirical review points to notable gains in learner achievement, skill development, and the practical application of knowledge. Nevertheless, the review highlights implementation challenges, including faculty resistance, complexities in assessment design, limitations in institutional capacity, and the need for continuous professional development. Curriculum reforms in Botswana have prioritised the effective implementation of Outcome-Based Education (OBE), particularly in science education. However, newly trained teachers often struggle to translate preservice teacher preparation into exemplary instructional methods and performance-based assessments aligned with OBE during their early years of teaching. To address this gap, this study developed and tested a Preservice Science Teacher Preparation and Scaffolding (PSTPS) model that establishes structured collaboration between teacher training institutions and schools. Using a collaborative design-based research approach, the model was developed, implemented, and refined within selected institutions. The PSTPS model emphasises sustained mentorship, joint planning, coaching, and reflective practice to support the transition from preservice training to early-career teaching. Findings from implementation indicate that the model enhanced teacher confidence, improved lesson coherence and OBE alignment, and strengthened the use of inquiry-based and performance-oriented assessment practices. Continuous scaffolding bridged the theory-practice divide and strengthened school-institution partnerships. The study recommends scaling the model, strengthening mentor preparation, integrating digital tools, and testing the PSTPS model across diverse contexts and subject areas.

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