Out-of-Field Teaching Across Teaching Disciplines and Contexts

1. Front Matter

   Pages i-xxi

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2. Policy Contexts

   1. Front Matter

      Pages 1-1

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   2. Challenging the Representations and Assumptions of Out-of-Field Teaching

      • Colleen Vale, Linda Hobbs, Chris Speldewinde

      Pages 3-21

   3. Defining Teaching Out-of-Field: An Imperative for Research, Policy and Practice

      • Linda Hobbs, Coral Campbell, Seamus Delaney, Chris Speldewinde, Jerry Lai

      Pages 23-48

   4. Value-Lost: The Hidden Cost of Teacher Misassignment

      • James P. Van Overschelde

      Pages 49-70

   5. ‘Out-of-Field’ Teaching in Mathematics: Australian Evidence from PISA 2015

      • Chandra Shah, Paul W. Richardson, Helen M. G. Watt, Suzanne Rice

      Pages 71-96

3. Personal Contexts

   1. Front Matter

      Pages 97-97

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   2. Understanding the Complexity of Science Teachers’ Lived Experience as They Navigate Two Out-of-Field Areas: Implications and Possibilities

      • Emily Rochette

      Pages 99-116

   3. Teaching English Out-of-Field in Primary School: Differences in Professional Characteristics and Effects on Self-Assessed Instructional Quality

      • Raphaela Porsch, Eva Wilden

      Pages 117-134

   4. Out-of-Field Teaching Between Relationship Work and Subject Principle in Primary Schools: Insights into a Qualitative-Reconstructive Documentary Method Study

      • Judith Lagies

      Pages 135-152

   5. Maths, History, God, Knitting and Me: A Reflexive Bricolage of Identity

      • Fiona Yardley

      Pages 153-172

4. Professional Learning Contexts

   1. Front Matter

      Pages 173-173

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   2. First-Year Out-of-Field Teachers: Support Mechanisms, Satisfaction and Retention

      • Smadar Donitsa-Schmidt, Ruth Zuzovsky, Rinat Arviv Elyashiv

      Pages 175-190

   3. Collaborative Content Representation Design to Support Out-of-field Teachers’ Pedagogical Content Knowledge in Science

      • Jared Carpendale, Anne Hume

      Pages 191-220

   4. ‘Teaching Was not in My Head’: Narratives from Lateral Entrants of Their Experienced Biographical Transition into the Teaching Profession in Germany

      • Teresa Beck

      Pages 221-240

   5. Eliminating the Fear of Getting ‘Caught Out’: An Examination of the Development of Out-of-Field Mathematics Teachers’ Professional Self-Understanding

      • Máire Ní Ríordáin, Merrilyn Goos, Fiona Faulkner, Stephen Quirke, Ciara Lane, Niamh O’Meara

      Pages 241-259

   6. Transitioning into the Profession with an Out-of-Field Teaching Load

      • Susan Caldis

      Pages 261-283

   7. Neither Fully ‘In’, Nor Completely ‘Out’ of the Field: The Case of Teaching Mathematics as a Second Subject in Poland

      • Barbara Barańska, Małgorzata Zambrowska

      Pages 285-307

5. Teaching Practice Contexts

   1. Front Matter

      Pages 309-309

      PDF

   2. Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers

      • Merrilyn Goos, Aoife Guerin

      Pages 311-332Open Access

This edited book is a compilation of research by the members of the Out-of-Field Teaching Across Specialisations (OOF-TAS) Collective, and is the second book by the Collective. It extends from the work begun in the 2019 book, Examining the Phenomenon of “Teaching Out-of-Field” by showcasing the broad range of research agendas and findings relating to this phenomenon internationally. 
 
This book provides research and commentary relating to the out-of-field teaching phenomenon in primary, secondary and tertiary education, and across different subjects. It provides snapshots of the effects, causes, measurement, and other characteristics of out-of-field teaching in and across contexts, including states and countries, school types and school levels, subjects and specializations. The different chapters provide commentary at different units of analysis, and focus on: the effects of out-of-field teaching for teachers and their students; the school contexts/cultures that do or do not support them; the leadership practices that assign the teachers to out-of-field subjects; and the systems that create/perpetuate the need for out-of-field teaching assignments. 
 
Chapter 15 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
 

• Teaching out-of-field
• Teaching out-of-field in different contexts
• Unspecialised teaching
• Non-specialist teaching
• Teaching Across Specialisation
• Teacher specialization
• Teacher professional development
• Teacher recruitment and attrition
• Teacher shortage
• Teacher workforce
• Teacher identity
• Teacher experiences
• Policy and out-of-field teaching
• Teacher knowledge and expertise

• School of Education, Deakin University, Waurn Ponds, Australia

  Linda Hobbs

• Faculty of Humanities, University of Magdeburg, Magdeburg, Germany

  Raphaela Porsch

Associate Professor Linda Hobbs has conducted a range of educational projects, evaluations and other initiatives. She works closely with researchers and academics, school teachers, pre-service teachers, the Victorian Government Department of Education, and key stakeholders with interests in education, both nationally and internationally. Hobbs leads a strategic program of research exploring the complexity of issues surrounding out-of-field teaching, investigating teachers’ experiences, policy settings, principal attitudes and school culture structures, and evaluating programs specifically targeting needs of out-of-field teachers. She contributes to leadership of a world-wide research agenda by initiating and co-convening the Out-of-field-Teaching Across Specialisations (OOF-TAS) Collective, an international group focusing on research and practice relating to out-of-field teaching. Hobbs has delivered professional development programs for primary and secondary science and STEM teachers. She has a history of leading or contributing to evaluations of government, public and other types of education initiatives.


Professor Raphaela Porsch is a full professor of education at the University of Magdeburg, Germany. She has conducted a number of empirical studies in the field of education. Her research interests include teacher education, teaching out-of-field/teaching across specializations, academic emotions, transition after primary school, school dropout, and (early) foreign language teaching. Porsch has worked in national large-scale assessment as well as in projects on school development. She has initiated a network of researchers from various disciplines who are concerned with out-of-field teaching in the German speaking countries, and is regularly contributing nationally and internationally with publications and presentations to extend knowledge about the specific situation in Europe. She is the editor of several anthologies on educational topics such as transition after primary school and teaching out-of-field.