Reflections of science teachers in an in-service teacher education programme

Abstract

This instrumental case study was conducted to determine the nature and levels of science teachers' reflections during a year-long inservice postgraduate Diploma in Education programme. Four science teachers comprised the case. The data were analysed inductively through a process of open coding and categorizing to determine patterns and themes. Van Manen's (1977) framework was used to determine the levels of reflections. The following themes emerged: "Confronting fears/limitations/ insecurities;" "Students take centre stage;" Trying something new;" and "Breaking down barriers." The four teachers reflected at all levels--technical, practical, and emancipatory. However, only two teachers reflected at the emancipatory level. These findings have implications for the manner in which we, as science teacher educators, facilitate the development of the reflective habit