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Pre-service teachers’ perceptions of the support, challenges and opportunities associated with teaching out-of-field

Hobbs, Linda and Campbell, Coral 2015, Pre-service teachers’ perceptions of the support, challenges and opportunities associated with teaching out-of-field, in ATEE 2014 : Transitions in Teacher Education and Professional Identities, Association for Teacher Education in Europe, Brussels, Belgium, pp. 213-224.

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Title Pre-service teachers’ perceptions of the support, challenges and opportunities associated with teaching out-of-field
Author(s) Hobbs, LindaORCID iD for Hobbs, Linda orcid.org/0000-0002-6898-8495
Campbell, CoralORCID iD for Campbell, Coral orcid.org/0000-0002-1373-9168
Conference name Association for Teacher Education in Europe. Conference (39th : 2014 : Braga, Portugal)
Conference location Braga, Portugal
Conference dates 25-27 Aug. 2014
Title of proceedings ATEE 2014 : Transitions in Teacher Education and Professional Identities
Publication date 2015
Start page 213
End page 224
Total pages 12
Publisher Association for Teacher Education in Europe
Place of publication Brussels, Belgium
Keyword(s) teaching out-of-field
teacher education
pre-service teacher perceptions
teacher readiness
Summary While pre-service teacher (PST) education programs prepare teachers for certain specialisations, the reality is that many secondary teachers will be expected to teach out-of-field, especially in Australia. Do universities have a role to play in preparing teachers for out-of-field teaching? At the very least, they should aim to produce adaptable, well-informed, capable teachers. This project uses case study methodology to examine teacher educator and PST perceptions relating to the role that universities play in preparing teachers for a reality that is likely to include out-of-field teaching. This paper focuses on PST perceptions of the associated expected support, challenges and opportunities. A small PST survey sample and PST interviews have shown that there is general positivity towards this practice, around the opportunities that can emerge, and an expectation of support accessibility; but diversity surrounds the challenges, suggesting a variation in respondents’ capacity to cope with the challenges that might emerge. Implications for teacher education are discussed.
ISBN 9789081563987
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930103 Learner Development
HERDC Research category E1 Full written paper - refereed
Copyright notice ©[2015, Association for Teacher Education in Europe]
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080308

Document type: Conference Paper
Collections: School of Education
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