The purpose of this study is to investigate the nature of student-teachers' learning practices in primary school chemistry classroom contexts. Its theoretical approach is based on the sociocultural view of learning and development, which holds a conception of the learner as a cultural and historical subject, embedded within and constituted by a network of social relationships and interaction within the culture in question. This qualitative case study follows a three-step research design: pre-narrative, intervention and post-narrative, in order to highlight the practices involved in teacher learning and development. The data for the study were collected by means of videotapes, transcriptions, direct observations and the students' written narratives. In the analysis, the social activity is approached from the viewpoint of discourse moves and activity building. The analysis of the narratives focuses on temporality and the content of the student-teachers' learning experiences. In this study, the progressive nature of the narratives was indicated by the changed voice reflecting change in personal attitude, and thus revealing student development in pedagogical and domain-specific questions. (Contains 4 tables.)