“Change is hard”: What science teachers are telling us about reform and teacher learning of innovative practices

Abstract Over the last decade, significant efforts have been made to bring change to science classrooms. Educational researchers (Anderson, R. D., (2) how regular and frequent opportunities for interactions with colleagues and outside support personnel contributed to teacher learning; (3) how the decline of such interactive forums and the continuation of old decision‐making structures restricted the development of teacher knowledge, expertise, and a common vision of the science program; and (4) how the process of field‐testing at this site limited the incorporation of teachers' prior knowledge and impacted teacher acquisition of new knowledge and skills. © 2002 Wiley Periodicals, Inc. Sci Ed 87: 3–30, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10037