Worldwide, there has been substantial concern about student performance, which has been attributed to the quality of science teaching. However, what constitutes effective science teaching is difficult for practitioners to discern because the characteristics of the learning environment are overlooked in a familiar cultural setting (Brookfield, 1995). In an era of globalisation, prospective teachers need to be educated not only to teach in their local settings but also to have an awareness of the learning experiences of international students whom they may teach at home or abroad. Hence, there is a need to make teaching practices overt in ways that enable prospective and practising teachers to link theory and practice, to reflect on and critique contemporary practice, and to appreciate international practices. We have attempted to make effective science teaching practices overt through the production of a multimedia resource, which comprised videos, CDROMS, and a website. Videos were essential to provide individuals with opportunities to see contemporary science education in action. The CDROMS were designed to show key theoretical ideas in practice through video examples and accompanying stimulus questions. The website provided ready access to additional science education resources. In designing the multimedia resource, we needed to ensure that the frameworks for guiding (a) the analysis of teaching practice and (b) the design of multimedia tools were based on contemporary research. An extensive review of the teaching of science was undertaken to identify the key themes that would inform the videos, would form the structure in the CDROMs, and would be incorporated into a website. The design of the multimedia resource was informed particularly by Mayer's (1997) generative theory of multimedia learning. His theory advocates that effective learning occurs in multimedia environments which encourage learners to select words and images from the information, and organise these into coherent mental representations. Furthermore, as Laurillard (1999) emphasises, the resource should be interactive thus enabling students to attend to and discuss information, thereby, generating a stimulating educational experience. In a knowledge economy, Zhao (2003) argues that learning in needs to be conceptualised as a transformative process linking inputs and outputs. Hence, the multimedia resource supports a knowledge management model of learning because it represents an output in the form of research product and in input in the form of a teaching artefact. In this paper, we report on the teaching outputs of this resource and the knowledge conversion processes experienced by both pre- service and in-service teachers. The study involved over 400 pre-service primary teachers enrolled in a Bachelor of Education course and 100 in-service teachers engaged in professional development programs. Analysis of the preservice teacher data collected through surveys, focus groups and interviews revealed that the resource (a) provided a source of ideas related to teaching science; (b) presented a teaching benchmark for students to map their or the performance of their practice teaching supervisors; and (c) was earmarked as a source of ideas for future reference. Evidence gleaned from these students suggested that students engaged in discussions reflecting on and comparing personal experience with the cases represented in the multimedia material. Interviews with the teaching staff in the course revealed that they were strongly aware that the preservice teachers valued the opportunity to examine the practices of the teachers in action. The outcomes of surveys of teachers and professionals focused on the use of exemplars of science teaching to engage teachers. They commented particularly on the way the models of practice exhibited in the resources could be implemented by colleagues with differing levels of confidence and competence in science.