Understanding Barriers to Professional Learning for Out-of-Field Physics Teachers
Abstract
Abstract 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.
Fields of Study & Subjects
Science Education and Pedagogy
Innovative Teaching and Learning Methods
Collaborative Teaching and Inclusion
Publication details
- Journal / source
- New Zealand Journal of Educational Studies
- Publisher
- Springer Science and Business Media LLC
- Volume
- 61
- Issue
- 1
- Pages
- 161–169
- Publication date
- 10 February 2026
- Language
- EN