The Nexus between Lesson Planning and Delivery in STEM Subjects: Experiences of Postgraduate Preservice Teachers in Namibia
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This study evaluated the effectiveness of online lesson planning and delivery in STEM subjects among postgraduate preservice teachers (PGPTs) enrolled in a Postgraduate Diploma in Education (PGDE) program specialising in STEM subjects at a Namibian university. Admission to the program required prior content knowledge in STEM disciplines from initial or undergraduate studies. The one-year PDGE course was conducted via distance learning and online platforms. Using a qualitative approach through an explanatory case study design, data were gathered through an online examination assessment tool completed for a sample size of 47 PGPTs, each specialising in two STEM subjects, including Mathematics, Biology, Computer Science, or Physical Science. The collected data were thematically analysed, identifying key challenges in three areas such as lesson planning, lesson delivery, and the limitations of the online format. The findings revealed major inconsistencies in lesson planning and delivery among PGPTs. The findings also revealed that more than 60% of lesson plans demonstrated misalignment with the syllabus, marked by self-developed or too many objectives within the given lesson time, or confusion between general and specific objectives. As revealed from the study, lesson delivery challenges included unclear introductions and disjointed presentations. Although most PGPTs displayed sound subject knowledge, gaps in pedagogical content knowledge hindered effective integration of pedagogy and content during lesson presentations. Its further shown that some lessons lacked learner engagement and were dominated by content delivery with minimal teacher-learner interaction. The online format appeared to limit the PGPTs’ ability to fully develop essential teaching competencies, likely due to the absence of experiential learning and real-time support. It is recommended that the PGDE incorporate compulsory face-to-face seminars sessions to enhance understanding of syllabus interpretation, lesson planning, and pedagogy. Such changes are essential to prepare PGPTs for delivering high-quality, learner-centred STEM education in both virtual and traditional classroom settings.
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