ABSTRACT

This chapter explores what it means to be a good teacher and how teachers can become involved with action research and the opportunities to progress to Masters and Doctoral study. It illustrates some of the models or metaphors. Two models of teacher development and the art of teaching have been widely used are subject content knowledge and pedagogical knowledge model; and reflective practice model. Teachers develop by reflecting back on their own practice, especially when everyday teaching throws up 'surprises' that they have to respond to. Teachers may often be alone in the classroom but they are always part of a departmental team and a school staff. Teachers, new and old, can learn from the teaching of others as much as they can from reflecting on their own teaching. The utilitarian arguments for science education demand that some practical work be done, in addition to some theory.