Towards creating effective learning environments for science teachers: the role of a science educator in the tertiary setting

The paper examines a relatively neglected area: the role of the science education tutor in creating an environment that will encourage and enable teachers and student teachers to learn effectively. The discussion is based on the experiences of the authors in working in preservice and inservice courses for both secondary and primary teachers‐courses which have adopted a constructivist view of science learning. The assumptions that we have made in developing and maintaining effective learning environments have at their core the view that only through deep‐seated change in teacher beliefs, values and feelings about learning and teaching, science and technology will teachers substantially change their science teaching practices. The paper examines components of the science tutor's role in assisting teachers through these changes which are likely to be marked by challenge, resistance, insecurity and some confusion. The inevitable tensions in the tutor's role are explored including those associated with assessment, making oneself vulnerable as a tutor, and conflicting expectations of teachers and tutor. An important issue raised is the critical need for science tutors to change their own roles and the conditions under which they are likely to do so.