This paper traces the development of a tertiary teacher’s philosophy and approach to teaching a post-graduate paper for pre-service secondary teachers in science.
In her narrative, the teacher, a recent appointment to the university system, reveals the important roles past experiences and scholarship play in informing and shaping her practice
as she familiarises herself with a new community of practice and the requirements of tertiary students.
Influences on the curriculum she is developing for her student teachers include her own teaching and learning experiences; her doctoral research; the needs of her students; involvement
in further personal academic study; and a growing interest and awareness in the value of reflection in improving professional practice.
She identifies the potential of action research for providing valuable insights into the nature and extent of student learning and the pedagogical strategies required to improve outcomes for
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