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Designing professional development for teachers teaching out-of-field
journal contribution
posted on 2020-01-01, 00:00 authored by J Kenny, Linda HobbsLinda Hobbs, R WhannellLearning to teach out-of-field is a challenge that many teachers worldwide face at some time in their career. Whether they are motivated to seek formal professional development as additional qualifications in this area, however, depends on many factors. Alignment between the specific professional development needs of out-of-field teachers and the planned learning experiences is essential to maximise sustained learning and applicability to teachers’ classrooms. This paper reports on a government-funded program designed to support teachers teaching ‘out-of-field’ in science and mathematics. The initial design of the program drew on existing literature on effective teacher professional learning. Using the theoretical lens of ‘boundary crossing’ this paper reports on the perceived discontinuities that teachers ‘brought with them’ in order to understand where the potential for learning lay, and compared this to teachers’ perceptions of their changed practice. Growth in teachers’ confidence and relational understandings of content, pedagogy and curriculum was evident. Implications for future programs to support out-of-field teachers are provided. Abbreviations: Teaching out of field (TOOF); Professional Learning (PL); Professional Development (PD).
History
Journal
Professional development in educationVolume
46Issue
3Pagination
500 - 515Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
1941-5257eISSN
1941-5265Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2019, Informa UK Limited, trading as Taylor & Francis GroupUsage metrics
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