One emerging issue highlighted in a

One emerging issue highlighted in a UNESCO booklet (Fensham, 2008, p6)
is to draw attention to the need for students to receive science education
from able science teachers. The booklet emphasizes that quality science
learning time, albeit less, is preferable to the damage done by
underequipped science teachers. It also draws attention to the important
role of science teacher associations, where its members not only have the
insights and experience, but also the interest in helping science teacher
colleagues. This paper highlights the various contributions possible from
Science Teacher Associations (STAs) to the development and delivery of
innovative science and technology education in a world that is increasingly
driven by the outputs of science and technology. It stresses the key role of
such professional bodies in developing teacher ownership, the sharing of
experience at a collaborative level and to be guided to take active
responsibility for the interpretations of the intended Government curriculum
so as to provide innovative science education best suited to students within
their school. Any shift away from ‘teaching the textbook information’,
‘teaching to the examination’ and towards ‘assessment for learning’
(formative assessment) will be heavily enhanced by the setting up of
multiple professional fora for enhancing the development of teacher’s PCK
(pedagogical content knowledge).