'It's more than a prop': Professional development session strategies as sources of teachers' self-efficacy and motivation to teach outside the classroom. Issue 3 (27th May 2019)

• Record Type: Journal Article
• Authors: Glackin, Melissa
• Is Part Of: Professional development in education. Volume 45:Issue 3(2019)
• Page Start: 372
• Page End: 389
• Publication Date: 2019-05-27
• Subjects: Self-efficacy -- Professional development -- motivation -- outdoor science teaching; Teachers -- In-service training -- Periodicals; 370.7155
• DOI: 10.1080/19415257.2018.1490917
• Languages: English
• ISSNs: 1941-5257

Abstract

ABSTRACT: This paper discusses findings from a small-scale empirical exploration of how professional development (PD) programme session strategies influence secondary science teachers' practice. It draws on a series of session questionnaires, semi-structured interviews and lesson observations from six secondary science teachers participating in a 2-year outdoor teaching PD programme in England. This paper explores session strategies as sources of self-efficacy resulting in practice change. It is argued that strategies most influential are those that combined several self-efficacy sources. However, alongside self-efficacy, the motivating role strategies play are important to the successful outcome of PD programmes.