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This paper presents findings from a study of three Zimbabwean science teachers who participated in the Science Education In-service Teacher Training (SEITT) program. At the turn of the century, the SEITT program was designed to develop science and mathematics teachers into expert masters and resource teachers for Zimbabwe’s ten school districts. The study investigated the successes and challenges faced by the three teachers who were in the process of reforming their pedagogical practices as well as writing and using contextualized science curriculum materials to teach secondary science. Data were collected through telephone interviews. The three teachers reported that the SEITT program helped them to transform their practice as well as that of their peers. They also reported that changing their teaching methods motivated learners to actively participate and this change also resulted in improved teacher efficacy. The paper discusses implications for improving science teaching and suggestions for contextualizing the science curriculum in developing countries. Resume Cet article presente les resultats d’une etude concernant trois enseignants de science Zimbabweens qui ont participe au programme de formation en service des enseignants en education des sciences (FCEES). Au tournant du siecle, le programme FCEES a ete concu afin de former les professeurs de sciences et de mathematiques en maitres experts et en enseignants-resource pour les dix districts scolaires de Zimbabwe. Cette etude a examine les succes et les defis rencontres par les trois enseignants qui etaient en plein processus de reformer leurs pratiques pedagogiques ainsi que d’elaborer et d’utiliser des curriculums contextualises de sciences pour enseigner les sciences au secondaire. Les donnees ont ete recueillies a travers des entrevues telephoniques. Les trois enseignants ont rapporte que le programme FCEES les a aides a transformer leur pratique de meme que celle de leur collegues. Ils ont egalement rapporte que changer leur methodes d’enseignement a motive leurs apprenants a participer activement, et ce changement a egalement contribue a augmenter leur efficacite en tant qu’enseignant. Cet article discute des implications visant a ameliorer l’enseignement des sciences, et des recommendations pour contextualiser les programmes scolaires de sciences dans les pays en voie de developpement.

Empowering Teachers to become Change Agents through the Science Education In-Service Teacher Training Project in Zimbabwe