Representations have been widely applied to teaching and learning in Western classrooms and recently in several Asian countries. More and more Asian schools are calling for the application of this approach in teaching science. However, little has been known about how the construction of representations could enable teachers to make changes in their pedagogical practices. This chapter discusses how to enable teachers to make changes in their pedagogical practices in science education, and how to understand the change process. Specifically, the chapter discusses various models and how each model supports teachers to change their practices. Among existing models of pathways of growth for individual teachers, the Interconnected Model of Teacher Professional Growth (IMTPG) has been widely utilised in evaluating how science teachers change their pedagogical practices when they are engaged in using representations. IMTPG has been largely supported by researchers in science education because it is a comprehensive model that fully explains how internal and external factors work together and influence each other to bring about changes in teachers' pedagogical practices. The key factor that makes the model advanced and different compared to other models is that it emphasises teachers as active learners who enact and reflect during their teaching. [For the complete volume, "Transforming Pedagogies through Engagement with Learners, Teachers and Communities. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 57," see ED661742.]