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.

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Title Teaching 'out-of-field' as a boundary-crossing event : factors shaping teacher identity
Author(s) Hobbs, LindaORCID iD for 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: School of Education
2018 ERA Submission
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Created: Wed, 08 Aug 2012, 10:43:38 EST by Linda Hobbs

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