Opportunity for change? The experience of being a new teacher educated to develop the way science is taught in schools

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Qualitative study examines how new teachers integrate interdisciplinary teaching methods, indicating key support factors.

New teachers effectively transfer approaches to science teaching when supported by their teaching profile and community.
Findings highlight that alignment in education discourse and management support fosters effective teaching practices.
Qualitative analysis reveals critical factors for new teachers transitioning from training to professional roles in science education.
Support from a community of practice plays a vital role in helping new teachers apply innovative teaching methods.

Grethe Beiskjaer (2025) studied this question.

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