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<p>Out-of-field physics teachers represent a growing proportion of New Zealand’s physics teaching workforce yet receive limited targeted professional learning and development despite international research demonstrating negative outcomes for both out-of-field teachers and their students. This study explores factors that affect out-of-field physics teachers’ engagement and learning in collaborative CoRe-design workshops. A mixed-method approach was employed with content knowledge, and self-efficacy tests, questionnaires, interviews, and workshop observations collected and inductively analysed. Findings reveal that content knowledge is fundamental for effective participation in collaborative CoRe-design workshops and suggest collaborative professional learning and development opportunities require differentiation to adequately support all out-of-field teachers.</p>

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Understanding Barriers to Professional Learning for Out-of-Field Physics Teachers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月10日

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  • Rebecca Harrop,
  • Deepa Chand

摘要

Out-of-field physics teachers represent a growing proportion of New Zealand’s physics teaching workforce yet receive limited targeted professional learning and development despite international research demonstrating negative outcomes for both out-of-field teachers and their students. This study explores factors that affect out-of-field physics teachers’ engagement and learning in collaborative CoRe-design workshops. A mixed-method approach was employed with content knowledge, and self-efficacy tests, questionnaires, interviews, and workshop observations collected and inductively analysed. Findings reveal that content knowledge is fundamental for effective participation in collaborative CoRe-design workshops and suggest collaborative professional learning and development opportunities require differentiation to adequately support all out-of-field teachers.