Are Science Teachers Immune to Reflective Practice?

Richard Malthouse, Jodi Roffey-Barentsen

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapter


This chapter discusses the apparent tension between science and reflective practice. The tension occurs when a scientist embarks on a training programme, or engages in professional development, in which reflective practice is an inherent part. We offer a new model of reflective practice referred to as Situated Reflective Practice (SRP) along with a range of strategies that assist reflective practice in groups.
Original languageEnglish
Title of host publicationDebates in Science Teaching
EditorsM. Watts
Place of PublicationLondon
ISBN (Electronic)1315867564
ISBN (Print)9780415658287
Publication statusPublished - 1 Jan 2014

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    Malthouse, R., & Roffey-Barentsen, J. (2014). Are Science Teachers Immune to Reflective Practice? In M. Watts (Ed.), Debates in Science Teaching Routledge.