Why teach primary science? Influences on beginning teachers' practices

The state of primary science teaching has consistently been of concern for many years. While preservice primary teachers' feelings of inadequacy in te aching science have been partially addressed in some teacher education prog rammes, there is growing evidence to suggest that many of the problems abou t primary science teaching may arise from school contexts. The study report ed here mas a pilot investigation of the perceptions a small number of grad uate teachers about their science teaching during their first eighteen mont hs of teaching. Nine teachers were interviewed about their teaching of scie nce, and field notes compiled regarding their classroom circumstances. The emergent themes related to their perceived self-confidence in teaching scie nce and to school influences such as collegial support, resources, and the perceived importance of science in the curriculum.