Teacher scripts in science teaching

Abstract

Awareness of teacher scripts is of crucial importance to reflection on practice, and represents one means of widening the scope of classroom performance. The first part of this work provides a detailed description of three scripts employed by a novice science teacher within the topic of The Structure of Flowers, and illustrates the process by which they were derived through a Modelling Instrument. In the second part, the relationships between beliefs and actions are explored through tree diagrams. Finally, there is a discussion of how entrenched scripts may act as obstacles to professional development.