Journal of Education & Social Policy Vol. 3, No. 2; June 2016 128 Philosophical Relevance of Physics Teacher Education Curricula in South Western Nigerian Universities to Senior Secondary School Physics Curriculum Ojediran, Isaac Ayodele Department of Science and Technology Education Obafemi Awolowo University, Ile-Ife Osun State, Nigeria Abstract This study was carried out to examine the philosophy of Physics teacher education in Southwestern Nigeria Universities in line with senior secondary school Physics curriculum. The study adopted a survey research design. The study population comprised all the nine Universities offering Physics teacher-education programme in Southwestern Nigeria and the only Physics curriculum for senior secondary school student by Nigeria Educational Research and Development Council (NERDC, 2009). The instrument used for the study was Philosophical Relevance and Adequacy Checklist (CPRAC). It was used to examine the philosophical relevance of universities Physics teacher education in line with the philosophy of National Senior Secondary School Physics Curriculum (SSSPC). Data were analyzed using frequency counts and percentages. Results of the study showed that out of nine universities selected, three universities (33.3%) had philosophy that is completely relevant to SSSPC philosophical objectives. Philosophies of five universities (55.6%) are partially relevant while that of the remaining 11.1% were poorly relevant to SSSPC philosophical objectives. The results showed the need for the universities to embrace the Philosophy that will meet the need of secondary school Physics students and the society. The study therefore concluded that the philosophy for Physics teacher education programme in Southwestern Nigeria Universities does not meet the demand for teaching Physics in Secondary schools. Keywords: Philosophy, Curricula, Relevance, Physics, teacher-education, programme. Introduction Teacher education is a programme that trains men and women to become professional teachers. It involves making those in training to acquire requisite knowledge in their various subject areas and theories and principles that guide the practice of teaching. Teacher education programme at the University level is based on the provisions for the training of teachers at the tertiary level which were drawn from the National policy on Education (NPE) (FRN, 2004). Faculty of education is expected to produce prospective teachers with proper leadership qualities, knowledge, skills, and attitudes which will enable them to contribute to the growth and development of their communities in particular and the nation in general. The Education Faculties should produce teachers who have sound mastery of problem solving skills, produce highly motivated, conscientious and efficient classroom teachers for all levels of the nation objective. The Education Faculties are to provide teachers with intellectual and professional background to encourage the spirit of enquiry, creativity, and entrepreneurship in teacher’s commitment to the teaching profession and enhance the skills of teachers in the use of new technologies (National University Commission) (NUC, 2007). In order to achieve the above stated objectives for teacher education as established by NUC, there is a need to train, qualified, efficient and dedicated teachers at the university level, so as to produce teachers to teach the subject (Physics) effectively at the secondary school level (NUC, 2007). Omosewo (2009) noted that the revised version of the NPE (4 th edition section 8 subsection 70(a)) stated that teacher education will continue to be given a major emphasis in all the educational planning’s since no educational system can rise above the quality of its teachers. The policy also point that if Nigerian universities are to make optimum contributions to national development in professional fields, the course contents should reflect the national requirements.