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The observed and reported pervasive inadequacy with both pre-service and in-service teachers in classroom teaching still abounds despite the various efforts made in many countries to improve teacher education and teacher preparation programs. This study has been conducted in Lesotho, a small mountainous landlocked country in the Republic of South Africa with a population of about 2 million. In Lesotho there are currently only two teacher training institutions, the National University of Lesotho and the Lesotho College of Education. The purpose of this study was to explore where the shortfall might lie in the pre-service teacher training that led to science student teachers’ reported inadequacies in classroom teaching. The data were collected through the semi-structured interviews of the directly involved people comprising 20 student teachers 20 teaching practice tutors, 2 teacher educators and 2 regular practicing teachers. The Data from the interviews were complemented with the analysis of the documents using template analysis strategy and constant comparison method. The main findings of the study revealed that the courses and the procedures for teacher preparation embraced the development of the pre-service teachers’ professional knowledge and qualities. However, the major constraints for attainment of the aspired teacher product were time and procedures. It was hoped that the context in which it was conducted would inform and influence policy and practice in education at various levels, extending into the general field of research.

The probable causes for the espoused inadequacies in science student teachers' practice teaching in schools at the National University of Lesotho