This longitudinal multi‐case study followed four new science teachers over the course of five years. Its
purpose was to examine the ways in which new science teachers integrate science‐technology‐society-environment (STSE) and inquiry‐based work into their teaching. I am particularly interested in new
science teachers not only because of my work with prospective science teachers at York University’s
Faculty of Education but also because this is a group that is simultaneously expected to usher in new and
innovative approaches to teaching while receiving very little subject‐specific professional development
to support their efforts (Luft, 2007).