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Teaching 'out-of-field' as a boundary-crossing event : factors shaping teacher identity
Teaching ‘out-of-field’ occurs when teachers teach a subject for which they are not qualified. The issues around this increasingly common practice are not widely researched and are under-theorised. A qualitative pilot study using teacher interviews in 3 rural schools examined meanings, support mechanisms and teacher identities associated with out-of-field teaching. A thematic analysis isolated factors influencing whether teachers self-assessed their practice and identities as out-of-field. The ‘boundary between fields’ model was developed to emphasise support mechanisms, contextual factors and personal resources that influenced the nature of teachers’ negotiation of subject boundaries and its impact on professional identity. These findings provide insight for policy makers, school leaders and teacher educators into the conditions required for such teaching to be considered learning opportunities.
History
Journal
International journal of science and mathematics educationVolume
11Issue
2Pagination
271 - 297Publisher
Springer NetherlandsLocation
Dordrecht , The NetherlandsPublisher DOI
ISSN
1571-0068eISSN
1573-1774Language
engPublication classification
C1 Refereed article in a scholarly journal; C Journal articleCopyright notice
2012, National Science Council, TaiwanUsage metrics
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