ABSTRACT

The recent growth in knowledge pertaining to the conditions associated with students’ learning of scientific topics can really only influence teaching if teachers make this knowledge an explicit part of their thinking about, and actions in, teaching. This chapter examines some of the outcomes from researching learning about teaching science and acknowledges the inherent difficulties that studentteachers and beginning teachers face as the pressure to adjust to a full-time teaching allotment influences (and perhaps represses) the learning about teaching that was so crucial in their teacher education program.