ABSTRACT
This chapter will argue that, for a science teacher to be a well-prepared educator (as distinct from just coach, instructor or merely the teacher of subject matter) they need, to the appropriate degree, subject-matter competence, foundational training – especially philosophical – and knowledge of HPS, and, finally, that they cultivate a defensible philosophy of education. All of this cannot happen at once, but beginnings can be made in each area in teacher-training courses, and they can subsequently be built upon.
