Changes in Senegalese Teacher Trainers’ Views of Science Lessons through the Intervention Program in Japan

Abstract

The purpose of this study was to analyze changes in Senegalese teacher trainers’ views of science lessons through a training program held in Japan. The program was conducted to enhance their concept of science lessons through lectures and lesson observations at primary schools. We asked them to choose metaphors to represent images of science lessons. The results of the analysis of the metaphors are as follows: (1) At the beginning of the training, trainers already partially held a view of science lessons that was expressed in metaphors fitting the category “Unpredictable development,” similar to experienced teachers, and this view remained almost the same at the end. (2) The number of metaphors categorized into “Lesson Components” increased at the end; additionally, an alternative view of science lessons, that is, teachers, pupils, and subject matter as elements of the lesson were integrated in order to achieve learning objectives was strengthened among trainers.