The rationale for initial teacher education programmes in this research setting springs from the conviction that good teachers, as well as being committed and capable in promoting fruitful learning among their students, also need to be proficient, constructive critics of their own work and proactive, co-operative practitioners. This research aims to interrogate the factors that influence student teachers’ learning as they participate in school placements on a science and maths education undergraduate course. the kind of support student teachers in the field need to take an inquiry stance in looking at their practice as curriculum developers. Students video their classes and record key incidents in their development as teachers, these videos and journal entries form the bases of a discussion on the key elements of the classroom practice. These are then discussed with the lecturer in pedagogy and in small groups by their peers. The role of coaching is examined and the co-construction of new practices taking the viewpoints of the coach or lecturer and the student teacher into consideration. The competencies and supports needed to participate in curriculum development will be explored.