Wilfredo B. Baniqued^{1, 2,}, Romiro G. Bautista³

This study investigates the implications and future works to bolster the preparedness of teachers to pedagogical practices in science teaching. Using a descriptive survey, data were collected from a diverse sample of science teachers to assess their readiness in implementing contemporary pedagogical techniques. The results indicate a sub-optimal level of preparedness among respondents, highlighting significant gaps in their pedagogical practices. The findings suggest a critical need for targeted professional development programs to enhance teachers' skills in modern pedagogical techniques, technology integration, and updated scientific knowledge. Revisions in teacher education curricula, emphasizing practical training and hands-on experiences, are essential to address these gaps. Longitudinal research studies are recommended to monitor the impact of the improved practices on student outcomes and to identify specific barriers faced by the teacher-respondents in science. Additionally, mentorship and collaboration initiatives, along with the integration of educational technology tools, are proposed to support teachers in optimizing their practices. The results draw implications along impacting student learning outcomes, teacher confidence, and retention. Enhancing pedagogical preparedness can bridge achievement gaps, promote educational equity, and lead to policies mandating ongoing professional development. This, in turn, contributes to global competitiveness in STEM fields that fosters a scientifically literate society. Addressing these gaps is crucial for the holistic development of students, teachers, and the broader educational system.

Effective Science Program, K-12 Curriculum, Science Pedagogical Practices, science teaching