PROMPTING TEACHERS CONSTRUCTIVE REFLECTION - PUPILS QUESTIONS AS CRITICAL INCIDENTS

Constructive reflection is seen as an important ingredient in the prof essional development of teachers, in order to stimulate significant ch ange in approaches to classroom practice and the general provision of science education in schools. This paper explores the use of pupils' q uestions in provoking 'critical incidents' in the professional lives o f teachers. It is suggested that pupils' questions can be both indicat ive of their own conceptual change as well as being sophisticated prom pts for teachers to examine their own thinking. Case studies of two te achers - one primary and one secondary - are used to illuminate how su ch critical incidents can lead to changes in teacher thinking, resulti ng then in changes in classroom practice in science. Suggestions are m ade for the use of pupils' questions as critical incidents in the prof essional development of teachers.