Becoming a Science Teacher: Is It Merely a Process of Trial and Error?

Abstract In this paper, I explore preservice science teachers’ (science PSTs’) reflective practice (RP) during a 1-year Postgraduate Certificate in Education programme England. Previous research suggests that PSTs are not very reflective, and hypothesised lack of reflectivity is related to their difficulty learning teach. Science ( n = 38) took part teaching intervention designed support development RP, eight volunteered as participants. Four seminars about the diagnostic cycle action (AL) place university year. Data collected included written journals, analyses critical incidents, plans; audio recordings AL sets; school-based mentors’ reports participants’ progress school placements. investigated using Zwokdiak-Myers’ nine dimensions . There was substantial variation between participants, more evidence some than others. A relative strength participants adopted range strategies Dimension 6 ), but linking theory with 3 ) weakness.