Becoming an Activist Science Teacher: A Longitudinal Case Study

Abstract

This longitudinal case study follows a new science teacher throughout his first 5 years of teaching in a publicly funded alternative high school. It explores the ways in which he reconciled learning to accommodate his professional and personal responsibilities with his ambition to be an activist science teacher.  Framed as a form of professional development, the study examined his beliefs and the ways in which developing and discussing a professional belief web aided in his evaluation of the extent to which he realized his goals.  The techniques used in this study have the potential to be used for new teachers’ professional development and the case itself can aid in that endeavour.