Out-of-Field Teaching Across Teaching Disciplines and Contexts

by: Linda Hobbs (Editor),Raphaela Porsch(Editor)

Publisher: Springer
Edition:1st ed. 2022

Publication Date: 20 Feb. 2022

Language: English

Print Length: 402 pages

ISBN-10: 9811693277

ISBN-13: 9789811693274

Book Description

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 inteationally. 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 Inteational License via link.springer.com.
From the Back Cover 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 inteationally. 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 Inteational License via link.springer.com.
About the Author
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 Govement Department of Education, and key stakeholders with interests in education, both nationally and inteationally. 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 inteational 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 govement, 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 conceed with out-of-field teaching in the German speaking countries, and is regularly contributing nationally and inteationally 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.