Peer S. Daugbjerg
There is a lack of studies that are dedicated to qualify our understanding of the significance of lived experiences as well as foregrounds for science teachers’ participation in professional development. Seven Danish science teachers were interviewed and observed. Three of these teachers exemplify how present experience contributes to aspired career foregrounds. Birger’s focus on the academic basis of the in-service program reflects his aspiration to become a teacher educator. Poul is focused on improving his present teaching and aspires to keep on teaching science. Karl is focused on how to help colleagues and aspires to become a science teaching guide.
Foreground, Lived experience, Science teacher, Continued professional development, Narrative research
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