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This book investigates opportunities available to enable the transformation of post-apartheid teacher education through examining two cases of professional practice. It aims to: critically examine the implications of social issues, particularly environmental issues, for pedagogical practices generally and for South African pedagogical work in particular; critically review the changing socio-historical determinants of pedagogical practices in South African teacher education; investigate changing pedagogical practices by describing and reflecting on work done in the author's own professional contexts as a science/environmental teacher educator at a historically Afrikaner university. The book offers insights into the complexities of change at the micro-level of classroom practices. But, importantly also contextualises these micro-level pedagogical practices within broader socio-historical determinants and provides praxiological comments on post-apartheid education policies. The research also initiates an investigation into the social organisation of trust in post-apartheid South Africa.