Out-of-field teaching and professional development: a transnational investigation across Australia and South Africa

du Plessis, Anna E., Gillies, Robyn M. and Carroll, Annemaree (2014) Out-of-field teaching and professional development: a transnational investigation across Australia and South Africa. International Journal of Educational Research, 66 90-102. doi:10.1016/j.ijer.2014.03.002

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Author du Plessis, Anna E.
Gillies, Robyn M.
Carroll, Annemaree
Title Out-of-field teaching and professional development: a transnational investigation across Australia and South Africa
Journal name International Journal of Educational Research   Check publisher's open access policy
ISSN 0883-0355
1873-538X
Publication date 2014-03-02
Sub-type Article (original research)
DOI 10.1016/j.ijer.2014.03.002
Open Access Status File (Author Post-print)
Volume 66
Start page 90
End page 102
Total pages 13
Place of publication Kidlington, Oxford, United Kingdom
Publisher Pergamon
Language eng
Formatted abstract
Highlights
• Out-of-field teachers’ lived experiences influence their professional development.
• An openness between leaders and out-of-field teachers impacts effective development.
• Leaders’ misconceptions of out-of-field teaching influence development opportunities.
• Leaders view out-of-field placements as “temporary” with implications for support.
• Leadership styles impact the development of out-of-field teachers into specialists.

This paper critically reflects on the lived meaning of out-of-field teaching for professional development. Out-of-field teaching is a commonly used term that refers to teachers who are assigned to teach subjects and year levels when they are not suitably qualified to do so. Out-of-field teaching is a transnational common practice with developing concerns in countries such as the United States, United Kingdom, Turkey, South Africa and Europe (Norway and Germany). Understanding the interrelations between leaders’ perceptions, the real-life experiences of out-of-field teachers and what it means for their professional development is an under-researched field. Results from seven very different school settings in Australia and South Africa revealed assumptions and misconceptions about out-of-field teaching and its meaning for professional development. Through the different lenses of participants out-of-field teaching was investigated to reveal meaning, perceptions and leaders’ influence on teachers’ professional learning.
Keyword Out-of-field teaching
Professional learning
Skill development
Leadership perceptions
Developing out-of-field teachers
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 3 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 7 times in Scopus Article | Citations
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Created: Sat, 17 May 2014, 02:44:00 EST by Professor Robyn Gillies on behalf of School of Education