Case studies of excellent science teachers – factors influencing their beliefs and professional practice

This qualitative study examined the beliefs and practices of three excellent secondary science teachers. Semi-structured interviews were conducted with the teachers about their background, experiences and beliefs about teaching and learning science in the middle years (years 7-10). Lessons were observed and students interviewed to understand their perspectives on their teacher’s practice to establish factors involved in the development of their excellence. The results demonstrate that factors involved in the development of excellence are complex and requires consideration of the links between context, personal attributes and how teachers’ professional knowledge is developed and applied in practice.