Abstract

This chapter presents a comparative case study of the concepts and behaviours, otherwise referred to as orientations, of two primary science teachers. We have utilised a theoretical framework of Pedagogical Content Knowledge. Differences in teachers’ orientations according to school types are examined to further understand how contextual factors may influence this alignment with practice. To assist with this understanding, profiles of teachers are presented depicting their science teaching orientations based on interviews with each teacher and several observations of their teaching. These profiles provide a point of reference for understanding the kinds of orientations these teachers hold for teaching science. We analysed the teachers’ orientations along a continuum from traditionalist in nature to inquiry/constructivist in nature. The analysis of teachers’ orientations led us to suggest that teacher had partial knowledge regarding students’ scientific thinking, curriculum design, instructional strategies, and assessment. Several contextual factors contributed to teachers’ orientations, including environmental constraints, such as limited resources and large class sizes, pressures from a cultural of testing, and limited access to professional development. We conclude the chapter with implications for various stakeholders. We also provide suggestions for future research to understand the complex interaction between teachers’ orientations, PCK and the overall support available in a classroom for a teacher.