Teacher Disposition as a Mediator of Professional Development Outcomes
A Closer Examination of Out-of-Field Physics Teachers
Bibliographic Data
| ID | 22048136 |
|---|---|
| Authors | Justina A Ogodo (0000-0001-6698-9307, Baylor University, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 9 |
| Pages | 1182 |
| Publication date | 2025-09-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15091182 |
| OpenAlex | W4414214186 |
| Language | EN |
| References cited | 36 |
Science remains a foundational component of STEM education; however, its impact is constrained by a persistent shortage of qualified science teachers in U.S. high schools, particularly in the discipline of physics. This shortage has led to the widespread placement of teachers without subject-specific degrees or formal teaching credentials in physics classrooms. To mitigate this long-standing challenge, there is a critical need for sustained professional learning opportunities that enhance the content knowledge and pedagogical skills of out-of-field physics teachers. This case study examines the impact of teacher disposition on learning outcomes among participants in a three-year, targeted, and intensive physics professional development (PD) program. Using a qualitative data collection process, this study found that teachers who demonstrated a positive disposition toward the PD program exhibited notable gains in physics content knowledge, adopted student-centered instructional approaches, and reported increased self-efficacy in teaching physics compared to their less positively disposed counterparts. The findings underscore the need to consider and address teacher disposition as a mediating factor in the effectiveness of professional development for educators. The implications highlight the critical role of teacher disposition in shaping their learning outcomes, emphasizing the need to engage educators’ beliefs, motivations, and attitudes within supportive, reflective learning environments. By embedding dispositional awareness into PD frameworks, program designers can enhance and foster more meaningful and sustained teacher benefits
Alternative teacher certification · Disposition · Economic shortage · Faculty Development · Professional development · Teacher education · Teacher Preparation · Diverse Educational Innovations Studies · Science Education and Pedagogy · Teacher Education and Leadership Studies
Best Practices in Teachers’ Professional Development in the United States
Reconceptualizing the Sources of Teaching Self-Efficacy
Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction
The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest
A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S.
Teacher Turnover
Conceptualizing Teacher Professional Learning
Toward the development of an elementary teacher's science teaching efficacy belief instrument
A Primer on Effective Professional Development
Assessing teacher candidates' general pedagogical/psychological knowledge
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
Culturally Responsive Pedagogical Knowledge
Understanding and Developing Science Teachers' Pedagogical Content Knowledge
Understanding and Developing Science Teachers’ Pedagogical Content Knowledge
Twenty Years Later
Those Who Understand
Knowledge and Teaching
Social Cognitive Theory
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Code Saturation Versus Meaning Saturation
Content Knowledge for Teaching
Teachers' Content Knowledge and Pedagogical Content Knowledge
| Highly cited | No |
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