Out-of-Field Teaching Across Teaching Disciplines and Contexts

Associate Professor Linda Hobbs has conducted a range of educational projects, evaluations and other initiatives. She works closely with researchers and academics, school teachers, pre-service teachers, the Victorian Government Department of Education, and key stakeholders with interests in education, both nationally and internationally. Hobbs leads a strategic program of research exploring the complexity of issues surrounding out-of-field teaching, investigating teachers’ experiences, policy settings, principal attitudes and school culture structures, and evaluating programs specifically targeting needs of out-of-field teachers. She contributes to leadership of a world-wide research agenda by initiating and co-convening the Out-of-field-Teaching Across Specialisations (OOF-TAS) Collective, an international group focusing on research and practice relating to out-of-field teaching. Hobbs has delivered professional development programs for primary and secondary science and STEMteachers. She has a history of leading or contributing to evaluations of government, public and other types of education initiatives.Professor Raphaela Porsch is a full professor of education at the University of Magdeburg, Germany. She has conducted a number of empirical studies in the field of education. Her research interests include teacher education, teaching out-of-field/teaching across specializations, academic emotions, transition after primary school, school dropout, and (early) foreign language teaching. Porsch has worked in national large-scale assessment as well as in projects on school development. She has initiated a network of researchers from various disciplines who are concerned with out-of-field teaching in the German speaking countries, and is regularly contributing nationally and internationally with publications and presentations to extend knowledge about the specific situation in Europe. She is the editor of several anthologieson educational topics such as transition after primary school and teaching out-of-field.

• Part I. Policy contexts.- Chapter 1. Challenging the representations and assumptions of out-of-field teaching.- Chapter 2. Defining out-of-field:  An imperative for research, policy and practice.- Chapter 3. Teaching Out-of-Field:  The Short- and Long-Term Negative Consequences on Students and Teachers.- Part II. Personal contexts.- Chapter 4. Understanding the Complexity of Science Teachers’ Lived Experience as They Navigate Two Out-of-Field (OOF) Areas: Implications and Possibilities.- Chapter 5. Do Out-Of-Field Teachers’ Attitudes Towards Mathematics and Science Differ, and Does it Matter for their Reported Teaching Practice and Professional Engagement?.- Chapter 6. Teaching English out-of-field in primary school: Differences in professional characteristics and effects on instructional quality.- Chapter 7. Primary school teachers between out-of-field-teaching and subject matter in mathematics: Biographical and communicative structures shaping teacher identity and meaning.- Chapter 8. Maths, History, God, knitting and me: A reflexive bricolage of identity.- Part III. Professional learning contexts.- Chapter 9. Out-of-field teachers in their first year of teaching: Support mechanisms, satisfaction and retention.- Chapter 10.  The learning journey of out-of-field teachers in Indonesia.- Chapter 11. “Teaching was not in my head” – Narratives from Seiteneinsteiger*innen of their experienced biographical transitions into the teaching profession in Germany.- Chapter 12. Eliminating the fear of getting ‘caught out’: An examination of the development of out-of-field mathematics teachers’ identity and preparedness for teaching.- Chapter 13. Transitioning into the profession with an out-of-field teaching load: Exploring the implications for Geography in secondary schools and initial teacher education.- Chapter 14. Neither fully “in”, nor completely “out” of the field: The case of teaching mathematics as a second subject in Poland.- Part IV. Teaching practice contexts.- Chapter 15. An Investigation of the classroom practices of out-of-field and In-field mathematics teachers.- Chapter 16. Argumentative and algebraic solutions of out-of-field teachers and teacher students in comparison.- Chapter 17. Teaching mathematics out-of-field: Unknown unknowns.- Part V. Conclusion.- Chapter 18. Research on teaching out-of-field: Synthesis and a model for future research.