How does the pattern of engagement of new teachers with the content of primary science develop over their first three years of teaching?
This longitudinal study explores the patterns of primary teachers' engagement with science in science lessons in their first three years of teaching. There was little significant change in the patterns over time. The teachers' patterns of engagement were charted qualitatively using an Engagement Schedule developed during the main study. Case studies were used to show the participants' patterns of engagement with science over time and to report the factors that may have contributed to their patterns of engagement. Teacher types were identified for each participant; these showed that there was little change in the participants' teaching approaches over time. Another outcome of the research was the discussion of 'critical moments' in science lessons, where a small change in the teaching, could tum negative Aspects of engagement into positive ones. These 'critical moments' and the 'Engagement Schedule' are already proving to be useful tools for initial teacher education