This chapter reviews the contribution of the learning sciences to teacher learning research, with particular consideration of how cognitive, sociocognitive, sociocultural, and improvement-focused perspectives extend teacher learning research. Learning scientists study all phases of teacher learning, including preservice education (before becoming a teacher), the first few years of teaching, and ongoing mastery throughout the career. Research often focuses on teaching practices – what teachers do in the classroom and how they move from novice to expert performance. Teacher learning can be supported through collaboration with other teachers in a professional learning community (PLC); through coaching and mentoring; through videos of expert teaching practice; and through educative curriculum materials.

Reflection is a major part of the teaching–learning process and an essential part of professional learning as it assists educators/teachers in examining and reviewing their own teaching and their children’s learning. This chapter introduces reflective practice and critical reflection. A range of strategies to assist in reflective practice are presented. The term ‘science education pedagogical content knowledge’ (PCK) is introduced and its components are described. The importance of PCK to science education learning and teaching is highlighted.