What's new

Teachers are a key factor in whether outdoor education is used in formal schooling, particularly their perceived self-efficacy and outcome expectancy. This study tested whether an innovative continuing professional development programme could strengthen both among primary science teachers. Using a one-group pretest–posttest design, it found statistically significant increases in self-efficacy and outcome expectancy after the programme. The authors suggest that targeted professional development may improve teachers' attitudes towards using outdoor education.

Why it matters in Aotearoa

Teacher confidence may also influence how much EOTC happens in Aotearoa. This study suggests that targeted professional learning could help grow outdoor teaching.

Putting it into practice

Leaders and coordinators can provide focused professional learning on teaching science outdoors, and check teachers' confidence before and after.

How strong is the evidence

The study used a one-group pretest–posttest design with no comparison group, so other factors may explain the gains. It measured teacher beliefs, and the abstract does not report any follow-up of classroom practice. The abstract does not report the sample size or the country.

What to read

The description of the professional development programme and the pre/post results.

Who it's for