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

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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

Content Provider	Scilit
Author	Glackin, Melissa
Copyright Year	2018
Description	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.
Related Links	https://kclpure.kcl.ac.uk/portal/files/96350511/It_s_more_than_a_prop_GLACKIN_Accepted24May2018_GREEN_AAM.pdf
Ending Page	389
Page Count	18
Starting Page	372
ISSN	19415257
e-ISSN	19415265
DOI	10.1080/19415257.2018.1490917
Journal	Professional Development in Education
Issue Number	3
Volume Number	45
Language	English
Publisher	Informa UK Limited
Publisher Date	2019-05-27
Access Restriction	Open
Subject Keyword	Journal: Professional Development in Education Economics Self-efficacy Professional Development Motivation Outdoor Science Teaching
Content Type	Text
Resource Type	Article
Subject	Education

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