Teaching 'out-of-field' as a boundary-crossing event : factors shaping teacher identity Hobbs, Linda 2013, Teaching 'out-of-field' as a boundary-crossing event : factors shaping teacher identity, International journal of science and mathematics education, vol. 11, no. 2, pp. 271-297, doi: 10.1007/s10763-012-9333-4. Attached Files Name Description MIMEType Size Downloads Title Teaching 'out-of-field' as a boundary-crossing event : factors shaping teacher identity Author(s) Hobbs, Linda orcid.org/0000-0002-6898-8495 Journal name International journal of science and mathematics education Volume number 11 Issue number 2 Start page 271 End page 297 Total pages 27 Publisher Springer Netherlands Place of publication Dordrecht , The Netherlands Publication date 2013-04 ISSN 1571-0068 1573-1774 Keyword(s) Professional identity Teaching out-of-field Teacher allotment Science and Mathematics teacher Rurality Professional learning Social Sciences Education & Educational Research SCIENCE Summary 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. Language eng DOI 10.1007/s10763-012-9333-4 Field of Research 139999 Education not elsewhere classified 1302 Curriculum And Pedagogy Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1 Refereed article in a scholarly journal ERA Research output type C Journal article Copyright notice ©2012, National Science Council, Taiwan Persistent URL http://hdl.handle.net/10536/DRO/DU:30046638 Document type: Journal Article Collections: Faculty of Arts and Education School of Education 2018 ERA Submission Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 08 Aug 2012, 10:43:49 EST Fri, 17 Aug 2012, 11:31:48 EST Fri, 17 Aug 2012, 11:33:24 EST Fri, 17 Aug 2012, 11:35:00 EST Thu, 06 Dec 2012, 15:16:02 EST Thu, 11 Apr 2013, 14:18:04 EST Thu, 11 Apr 2013, 14:19:05 EST Thu, 11 Apr 2013, 14:20:26 EST Thu, 09 May 2013, 10:08:25 EST Wed, 12 Jun 2013, 15:49:06 EST Thu, 13 Jun 2013, 08:36:03 EST Fri, 13 Jun 2014, 14:35:27 EST Wed, 27 Aug 2014, 23:03:44 EST Tue, 03 Feb 2015, 13:09:53 EST Fri, 09 Feb 2018, 13:38:10 EST Filtered Full Citation counts:   Cited 44 times in TR Web of Science Cited 59 times in Scopus Search Google Scholar Access Statistics: 620 Abstract Views, 15 File Downloads  -  Detailed Statistics Created: Wed, 08 Aug 2012, 10:43:38 EST by Linda Hobbs

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