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

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.