This paper examines attitudes to pedagogical change, among teachers within a second level science department in Ireland. It explores the beliefs and contextual constraints that mediate diversification from a primarily didactic pedagogical approach towards more student-led pedagogies. Using a multi-method approach incorporating observations of…

This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers' pedagogical content knowledge (PCK) by the use of the interconnected model of teachers' professional growth (IMTPG).The teachers (n = 12) participated in a…

In many teacher training courses, reflection upon practice plays a very important role in learning to teach. A number of strategies have been developed to help student teachers learn to reflect. Current reflection strategies often focus on problematic instead of on positive experiences. Ideas from positive psychology and solution-based therapy…

Voices of veteran junior high and high school biology teachers are seldom heard. Yet, the unique characteristics of this subject-matter may shed some light on veteran teachers' lives in school and their possible contribution to educational systems anywhere. Eight teachers were interviewed, aiming to arrive at their self-perceptions as veteran…

This article explores how beginning teachers develop their professional identities and knowledge. It analyses the stories of four student-teachers as they progressed through their pre-service programme and in their first year as primary teachers. During the three-year programme a range of instruments and a series of interviews were used to collect…