There's Nothing that Bugs People More than Sort of Remembering: Ambiguity in the Growth of a Science Teacher

ABSTRACT

This article presents an analysis of interviews done with a woman science teacher, Pat, over a six-year period. The interviews began when Pat was a student in a science and mathematics teacher education program, and continued into her third year of teaching. The writer examines changes in Pat's ideas about learning, about herself as a learner, and about teaching. In addition, the writer examines some of the research and ethical issues involved in doing this research and the changes in her own ideas as the study progressed. As Pat's ideas became more elaborated and instantiated in her own practice, the value of the uncertainty she expressed early in the interview process became clear. What the writer first interpreted as a weakness or lack of clarity slowly appeared as a strength, for Pat's recognition of her lack of certainty seemed to contribute to her later ability not only to tolerate the ambiguities of teaching but to use these as sources for experimentation and growth.