Historical perspectives and developments in the teaching and learning of elementary school science and the continuing calls for reform in science education provide the context for this article. Key influences on science teaching and on teacher education primarily since 1955 are examined and offered as a foundation for the development of a new paradigm for elementary science teacher education. Citing contemporary practices and scholarship, we build a case for theoretical constructs that can inform policy and programs in science teacher education. Three theoretical bases for the reform of science teacher education are elaborated: constructivism, reflection, and professional community. The complex tasks involved in learning and understanding science concepts and science-specific pedagogy suggest the need for teacher education and development that span preservice and in-service education throughout the professional lifetime.
