Teaching Out-of-Field as a Phenomenon and Research Problem

  • Linda HobbsEmail author
  • Günter Törner


Teacher specialisations ensure that teachers have the specialised knowledge to teach in that subject, or year level. They provide a sense of identity, and help to organise teachers around common commitments and expertise. What happens for teachers who find themselves teaching a subject or level or which they are not specialised? While we know about teaching out-of-field from practice and research, there is a need to share and learn from each other in a way that respects international differences in how this phenomenon is understood and manifested. This chapter has three intentions: to highlight the significance of teaching out-of-field as a phenomenon and a research problem; summarise the dimensions and issues associated with out-of-field teaching; and provide a rationale for taking an international perspective on examining the out-of-field phenomenon.


Teaching out-of-field Teaching across specialisations Definitions and dimensions of teaching out-of-field 


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© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Deakin UniversityGeelongAustralia
  2. 2.University of Duisburg-EssenEssenGermany

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