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Factors influencing mathematics and science teachers' self-assessment as teaching 'out-of-field' in rural and regional schools

Hobbs, Linda 2011, Factors influencing mathematics and science teachers' self-assessment as teaching 'out-of-field' in rural and regional schools, in AARE 2011 : Researching across boundaries : Proceedings of the 2011 AARE International Research in Education Conference, Australian Association for Research in Education, Coldstream, Vic., pp. 1-12.

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Title Factors influencing mathematics and science teachers' self-assessment as teaching 'out-of-field' in rural and regional schools
Author(s) Hobbs, Linda
Conference name Australian Association for Research in Education International Education Research. Conference (2011 : Hobart, Tasmania)
Conference location Hobart, Tasmania
Conference dates 27 Nov-01 Dec. 2011
Title of proceedings AARE 2011 : Researching across boundaries : Proceedings of the 2011 AARE International Research in Education Conference
Editor(s) Wright, Jan
Publication date 2011
Conference series Australian Association for Research in Education International Education Research Conference
Start page 1
End page 12
Total pages 12
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Keyword(s) teacher identity
teaching out-of-field
science and mathematics teacher
teacher allotment
teacher professional learning
rurality
Summary Teaching 'out-of-field' occurs when teachers teach a subject for which they have no disciplinary or methods qualification. The incidence of out-of-field mathematics, science and technology teaching are particularly high in rural and regional areas. Given that mathematics and science are key areas of policy concern, there is an urgent need to understand teachers‟ position in this increasingly common practice in order to provide appropriate system responses. This paper asks the question, how are mathematics and science teachers‟ professional identities influenced by having to teach out-of-field? Twenty teachers who had taught science or mathematics at some time in their career, two school leaders, and two support staff, took part in semi-structured interviews, which I then transcribed. This paper reports on a thematic analysis of a subset of the data that isolated factors influencing teachers‟ self-assessment of themselves as out-of-field or in-field. Excerpts from the interviews are used to introduce and contextualise these factors within rural and regional settings. These factors are used to generate a theoretical model, the Boundary Between Fields (BBF) Model, that enables analysis of the impact of these factors on identity construction during a boundary crossing event. The Model highlights the influence of support mechanisms, contextual factors and personal resources on the nature of teachers‟ negotiation of subject boundaries and its impact on professional identity. This innovative model provides a platform for re-conceptualising these experiences as opportunities for professional learning occurring within schools as communities of practice, where teachers are supported and enabled to expand their professional identity. These findings provide insight for policy-makers, school leaders and teacher educators, into the complexity of the issue for teachers, as well as the conditions required for such teaching to be considered learning opportunities.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2011, Australian Association for Research in Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30052015

Document type: Conference Paper
Collections: School of Education
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