Abstract
Abstract Following an interview‐based study of attitudes towards physics education in Portugal, a three‐year long innovatory programme was devised and implemented. Based on Kelly's theory of constructive alternativism, and supported by Rogers’ model for educational innovation, the programme introduced students to a constructivist approach to physics educators, allowed them the opportunity to develop it during teaching practice, and supported them during their first year of service. Three case studies of individual student's experiences within, and responses to, the programme are presented. Factors which support the successful introduction of the innovation within a Portugese context are identified.
Published Version
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