ABSTRACT
This chapter investigates the reflective stance of some of our life-science teachers in the Windhoek educational region. Educational reform has been a major area of activity in Namibia since independence was achieved in March 1990. The life- science project is one of the forerunners of educational change and reform in Namibia. Because the quality, efficiency, and effectiveness of our schools depends on the nature and success of our teacher education programs, the National Institute for Educational Development and the Teacher Education Reform Project launched a staff development program for teacher education in Namibia. The background information indicated that all five interviewees were male teachers; four of them possessed a Basic Education Teacher Diploma while one had a Higher Education Diploma. Their experience in teaching life-science ranged from one to three years. All interviewees had attended more than one in-service training workshop in life science.
