While much research has examined the impact that neoliberal reforms have had on education, very little research has examined science teachers/teaching in particular. In this article, we share findings from a longitudinal study with 9 public school science teachers in Arizona, USA. We argue that neoliberal reforms have positioned science classrooms and science teachers as high potential sites of/for resistance to neoliberalism. We identify two factors as particularly influential in shaping the way in which science teachers resist neoliberal reforms: (1) the marginalization of science within the structure of school and teacher assessments; and (2) widespread (science) teacher shortages.

尽管许多研究已经检验了新自由主义改革对教育的影响，但很少有研究特别研究了科学教师/教学。在本文中，我们与美国亚利桑那州的9名公立学校科学老师分享了一项纵向研究的结果。我们认为，新自由主义的改革已经将科学教室和科学老师定位为抵抗新自由主义的高潜力场所。我们发现有两个因素在塑造理科教师抵制新自由主义改革的方式方面特别有影响：（1）在学校和教师评估结构中科学的边缘化；（2）（科学）教师普遍短缺。