RUNNING HEAD: Stimulating Professional Development Stimulating Professional Development Through the Use of Interviews and Observations

This paper reports on a three-year case study of a secondary biology teacher that explores the use of two instruments: The Teachers Pedagogical Philosophy Interview (L. Richardson and P. Simmons, 1994) and the Secondary Science Teacher Analysis Matrix (J. Gallagher and J. Parker, 1995). The a priori research questions that guided this case study pertained to how the instruments stimulate recall of secondary science preservice program experiences and the perceived impact of the use of the instruments on teaching as reported by the teacher and observed in his practice. Results of the study indicate the importance of longitudinal research in studying the impact of science teacher education programs and that universities and colleges should not relinquish responsibility for the professional development of teachers once they graduate from the program. The findings also indicate that the instruments provide