Book chapters

Gourlay, H. (2021). Supporting beginning teachers to develop their ability to assess pupils, in Salehjee, S.  (Ed) Mentoring Science Education Teachers in the Secondary School: A Practical Guide. London and New York: Routledge.

Gourlay, H. and Douglas, E. (2018) Leading science education in a secondary school science department. ASE Guide to Secondary Science Education. Banner, I. & Hillier, J. (Eds.). 4th edition. Hatfield: Association for Science Education. pp 292-306.

Conference papers published in proceedings

Gourlay, H. (2018) Using concept mapping to learn about A level physics students’ understandings of particle physics EPJ Web of Conferences, Volume 182 (2018) pp. 1 – 7 (7)

Journal articles

Gourlay, H. (2021) Becoming a science teacher: Is it merely a process of trial and error? Research in science education. () 1-22, DOI 10.1007/s11165-021-10023-9. Online publication, available from

Dillon, J. & Gourlay, H. (2013) Research and Trends on Science Teacher Education in England, J Sci Ed in Japan, Vol. 37 No. 2 (2013), pp. 88-98

Professional articles

Gourlay, H. (2019) Becoming a science teacher: A summary of findings from an action learning intervention Science Teacher Education, 2019, 85(2), pp. 16-23

Gourlay, H. (2017) Learning about A level Physics students’ understandings of particle physics using concept mapping Physics Education 52


Gourlay, H. (2019) Supporting the development of preservice science teachers’ reflectivity using action learning and the diagnostic teaching cycle: A case study