Science Teachers’ Beliefs and Practices: Collaboration as a Trigger of Change

This research aims to study a collaborative process between teachers and a facilitator and to examine how this process contributes for changing Physics and Chemistry teachers’ beliefs and practices. In order to achieve these goals, a specific program of professional development was studied, which characteristics were sourced on literature concerning the relationship between beliefs and practices and between reflection and collaboration. Five Physics and Chemistry teachers were involved in a qualitative study.  The results show that the collaboration, grounded on a trusting relationship and on a constant negotiation of meanings, was essential for teachers to overcome their fears and uncertainties, to stimulate teachers to develop different practices and to leave their comfort zone and review some of their beliefs.