Abstract
Bellomo considers aspects of being a novice science teacher in an alternative school. She describes learning from her students as they learned from her and reveals successes and challenges of becoming a science teacher in an alternative school with a guiding social justice mandate. As she develops her both pedagogical knowledge and pedagogical content knowledge (the best way to teach a particular science concept), she also traces other aspects of alternative school life and her interactions with students, parents, and school board personnel. Finally, she untangles what it means to develop curriculum in science with a focus on student needs, skills of inquiry, and social justice issues and how these experiences would inform her subsequent academic and doctoral work.
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