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

Melissa Glackin

doi:10.1080/19415257.2018.1490917

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

Melissa Glackin

Research output: Contribution to journal › Article › peer-review

15 Citations (Scopus)

375 Downloads (Pure)

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.

Original language	English
Pages (from-to)	372-389
Number of pages	18
Journal	Professional Development in Education
Volume	45
Issue number	3
Early online date	7 Jul 2018
DOIs	https://doi.org/10.1080/19415257.2018.1490917
Publication status	Published - 27 May 2019

Keywords

Professional development
Self-efficacy
motivation
outdoor science teaching

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/19415257.2018.1490917

It’s more than a prop_GLACKIN_Accepted24May2018_GREEN AAMAccepted author manuscript, 606 KB

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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

Abstract

Keywords

UN SDGs

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