2.  Sytemic Issues ◦ University entrance exams, National curriculum and education reforms, Extension of compulsory education, Poor budget, poor facilities,  Students ◦ Attitudes toward science, Achievement, Creativity and personality, Diversity-, Gender-, Cultural issues, Ordinary students and Gifted students  Teaching ◦ Inquiry-based vs. traditional rote learning, Excessive claim for content knowledge, Assessment & evaluation, Purposes & Aims, Instruction languages, Exam-oriented, Mixed ability classes, Relevancy to daily life  Teacher quality in inquiry-based learning ◦ Older teachers trained older teaching methods

3.  Quality ◦ Quality Divide: rural vs. urban, Low competence in practical work and in inquiry learning, Content knowledge PCK and assessment skills, Ability to work with at-risk students, ‘Science as human endeavor’ not appreciated, Younger teachers’ lower quality, Usability and capability in ICT & other innovations, Poor communication and cooperation, collaboration between the elder and the younger  Numbers of Teachers ◦ Excess due to low birth rate  Professional development ◦ Undeveloped, unsystematic, discontinuous programs with teachers’ untrustworthy-ness  Other (Extra) Jobs than teaching science ◦ Administrative works, Club activities, Parents’ claims, Poor support in assistant, Limited time for concentrating science teaching  Societal Issues ◦ Lower status with lower salary vs. High status (Finland), Quality teachers soon promote administrative posts

4.  Lack of evidence-based teacher education programs  How to increase the number and quality of science teachers  Upgrading teacher education programs ◦ Bachelor’s degree level to Master’s degree level  Mismatching between university major and secondary school teaching ◦ Trained within a single discipline, but teaching plural and/or integrated sciences  Poor teaching practicum  Lack of student teachers’ value, skills, knowledge of, commitment and passion toward teaching  Lack of global sense  Lack of appropriate in-service training programs  Promoting science teachers’ understanding of nature of new (national) science curriculum  The best students do not want to be teachers

5.  Sound ground in science, Integrated content knowledge  PCK (on inquiry-based learning)  NOS  Ample experience in practical work  Understanding of students  Knowledge of assessment  Care for the intellectual development of students  Good teacher as a good role model  Capacity to develop their own teaching materials  Open-mindedness toward new and unfamiliar things  A sense of wonder in students  Helping students develop an identity as a scientist  Interaction with students  Assess students’ prior knowledge  Teachers as reflective practitioners  Students’ cultural relevance,  Participating in action research to improve practice

6.  Educational theory (Psychology, philosophy, sociology etc)  Teaching methods  High standards of subject courses and teaching  Content knowledge, PCK  Curriculum development  Alternative assessment  History of science, Nature of Science  Science communication  Inquiry science  Mentorship of trainee-teachers through school  ICT and interactive digital media  Nurturing the whole child  Classroom management  Teaching as a profession  Research oriented, evidence oriented (research knowledge and skills, and qualitative research methodology)  ESD in electives