Barrett, Sarah Elizabeth2022-01-142022-01-142013-08http://hdl.handle.net/10315/38915case studies, classroom observations, interviewsThis 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).enphysicssecondary schoolelementary schoolteachersprofessional developmentnew teachersOther