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‘It’s more than a prop’: Professional development session strategies as sources of teachers’ self-efficacy and motivation to teach outside the classroom

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)372-389
Number of pages18
JournalProfessional Development in Education
Issue number3
Early online date7 Jul 2018
Publication statusPublished - 27 May 2019


King's Authors


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.

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