ABSTRACT
This chapter explains the value of images to promote critical reflection in a professional training context. Images from a high school science classroom become the focus of reflection with a trainee science teacher, creating a space where some fundamental educational issues are articulated. Themes develop through this talk around values, pedagogical relationships, and teachers knowledge of students in a context of teachers moral commitment. Science education in schools has something of an image problem, seen as dry, boring, lacking in creativity, and unappealing to many young people. The value of good science education is easy to state, and the likelihood social inequalities arise from poor education in science is high. The pedagogical relationship is only part of the problem there is clear evidence that the assessment system itself has significantly narrowed the curriculum experience offered to most young people, and that teachers are constrained by the need to maximise grades, to teach science more didactically, to the test.
