Abstract
The marginalization of school physics as a socially dynamic educational experience for students is a cause for concern. It is one which needs to be addressed by providers of professional development courses for physics teachers. In this paper we explore some of the issues concerning the professional development of physics teachers, taking a direction which runs counter to the traditionally accepted values inherent in the teaching of the subject. The ideology of science teaching is explored in order to provide a rationale for a socially critical professional development programme for physics teachers. A programme designed to provide a challenge to traditional teaching ideology is described; this programme has an action research component coupled with an investigation into key issues involved in a socially critical physics education.
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