Science teaching: science teachers in Trinidad and Tobago share their stories

ABSTRACT

Qualitative narrative inquiry using exploratory interviews with five experienced secondary school science teachers in Trinidad and Tobago were analysed to reveal what learnings can be derived from the experiences and stories shared by these individuals. The stories present science teaching as an evolutionary process, which portrays science teaching with the following attributes: a work in progress, a haven for students, a lifelong vocation, and a personal commitment. Integral elements of science teaching as a process rather than a product in an atmosphere of discipline, respect, and trustworthiness were revealed. While this work is instructive for aspiring teachers and has several implications for teacher preparation programmes, the aim in this instance is to share the stories of these five teachers, and in that regard it serves a celebratory rather than a theoretical purpose.

KEYWORDS:

• Teachers’ stories
• science teaching experiences

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Rawatee Maharaj-Sharma

Rawatee Maharaj-Sharma is a senior lecturer in science (physics) education and is also the coordinator of the Bachelor of Education programme at the School of Education, The University of the West Indies St. Augustine. Her research interests include novel approaches in science teaching and students’ voices in the classroom.

Aarti Sharma

Aarti Sharma is a 3rd year geophysics student at Imperial College, London. She has a keen interest in science misconceptions and alternative science ideas.