Abstract
This paper illustrates the nature of postlesson discussions between experienced and novice secondary science teachers during an early field experience. Analysis and appraisal of differences evident in these discussions suggests that novice secondary teachers experience significant variations in the substance and quality of field-based activities intended to help them develop competence in teaching. The author explores the potential of these variations to influence the development of pedagogical reasoning and the contextual influence of curriculum change in shaping experienced teachers' views of their role as teacher educators.
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