This study explores the provision of a school-based initial teacher training programme in England, focusing on the perspectives of trainee science teachers who have transitioned from other professions into teaching. Data was gathered through questionnaires, on-site observations of training activities, and individual semi-structured interviews. The results of a thematic analysis shed light on various pedagogical approaches within the programme that were recognised as effective in reshaping participants’ teaching orientations and developing student-centred pedagogies. These approaches include experiential learning, modelled activities and the exchange of experiences. Participants also highlighted areas with room for improvement, particularly in enhancing the provision of constructive feedback and guided lesson planning. The study has implications for practical applications aimed at enhancing pedagogy within education programmes, to better facilitate the transition of career-change teachers into the teaching profession.

中文翻译：

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探索英格兰科学教师在学校的初始教师教育计划中的职业改变者的经验

本研究探讨了在英国提供基于学校的初始教师培训计划，重点关注从其他职业转向教学的见习科学教师的观点。通过问卷调查、培训活动现场观察和个人半结构化访谈收集数据。主题分析的结果揭示了该计划中的各种教学方法，这些方法被认为可以有效地重塑参与者的教学方向和发展以学生为中心的教学方法。这些方法包括体验式学习、模拟活动和经验交流。与会者还强调了有改进空间的领域，特别是在加强提供建设性反馈和指导性课程规划方面。该研究对旨在加强教育计划内的教学法的实际应用具有影响，以更好地促进职业转变教师向教学职业的过渡。