The obstacles for the professional development of a secondary Science teacher

Abstract

This article is a case study of a secondary Science teacher and deals with the interaction between refection and classroom practice and its influence on professional development. The study was carried out from two different viewpoints: a study with a qualitative orientation on the one hand, and collaborative action research on the other, to form the backbone of professional development. The analysis instruments were of diverse nature, between them the refection-practice integration horizon. The results showed that teacher was in process of evolving of more complex her classroom practice, showing a degree of remarkable integration with the reflective processes.