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

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Out-of-Field Teaching Across Teaching Disciplines and Contexts

Abstract

First, this paper seeks to explain why a substantial number of primary English as a Foreign language (EFL) teachers in Germany are not or not fully qualified for teaching EFL. Second, it presents empirical findings on the question of whether subject-specialist teachers and non-specialist teachers differ in relevant professional characteristics. Findings will be reported from the ‘Teaching English in Primary Schools’ (TEPS) study conducted in Germany in 2017. The study surveyed 844 primary school teachers teaching EFL with and without subject-specific training. The results show statistically significant differences in subject-specific enthusiasm and self-reported EFL proficiency. Furthermore, perception of instructional quality of the teachers was found to be positively related to their subject-specific enthusiasm and EFL proficiency. The article concludes by giving recommendations for the design of in-service professional development courses for out-of-field teachers.

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Notes

  1. 1.

    1 Practical trainings or internships are periods where teacher students spend time in a school and other professional domains and are mentored by both school and university teachers.

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Authors and Affiliations

  1. University of Magdeburg, Magdeburg, Germany

    Raphaela Porsch

  2. University of Duisburg-Essen, Essen, Germany

    Eva Wilden

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  1. Raphaela Porsch
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Correspondence to Raphaela Porsch .

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  1. School of Education, Deakin University, Waurn Ponds, VIC, Australia

    Linda Hobbs

  2. Faculty of Humanities, University of Magdeburg, Magdeburg, Sachsen-Anhalt, Germany

    Raphaela Porsch

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Porsch, R., Wilden, E. (2022). Teaching English Out-of-Field in Primary School: Differences in Professional Characteristics and Effects on Self-Assessed Instructional Quality. In: Hobbs, L., Porsch, R. (eds) Out-of-Field Teaching Across Teaching Disciplines and Contexts. Springer, Singapore. https://doi.org/10.1007/978-981-16-9328-1_6

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  • DOI: https://doi.org/10.1007/978-981-16-9328-1_6

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