Out-of-field physics teachers’ reflections on lesson planning practices and professional development

Lesson planning is regarded as a core professional competence of teachers. However, in the context of out-of-field teaching, this aspect has received limited attention. The present interview study investigates how five Austrian out-of-field teachers describe their approaches to lesson planning in physics and which forms of support they consider most valuable. Guided by the Model of Educational Reconstruction, semi-structured interviews encouraged the participants to reflect on their planning practices, the challenges they encounter, and their views on and wishes for professional development.Reflexive Thematic Analysis was employed to analyse and interpret the interviews. The themes describe how the participating out-of-field teachers navigate knowledge of science content, consider student perspectives, and approach physics teaching during lesson planning. The participants articulate the necessity for accessible resources that support clarifying science content, in addition to opportunities for collegial exchange. They value professional development programmes that combine input on science knowledge with practical materials, yet participation in such programmes is limited due to lack of time, availability, and perceived relevance.Within this sample, the findings suggest the need for professional development that integrates accessible physics content, support for considering students’ perspectives, and research-based strategies for lesson planning.