The out-of-field teacher in context: The impact of the school context and environment

Book chapter


du Plessis, Anna E., Hobbs, Linda, Luft, Julie A. and Vale, Colleen. (2019) The out-of-field teacher in context: The impact of the school context and environment. In In L. Hobbs and G. Torner (Ed.). Examining the Phenomenon of "Teaching Out-of-field": International Perspectives on Teaching as a Non-specialist pp. 217 - 242 Springer Nature. https://doi.org/10.1007/978-981-13-3366-8_9
Authorsdu Plessis, Anna E., Hobbs, Linda, Luft, Julie A. and Vale, Colleen
EditorsL. Hobbs and G. Torner
Abstract

School environments impact student behaviours and share specific goals, and they develop shared understandings through perceptions and experiences which demonstrate a specific culture in a school community (Shields 2002). Teacher support needs vary, but the adequacy of the support according to teacher needs will strongly influence whether teachers simply cope or manage their out-of-field teaching load. The challenge for out-of-field teachers, then, is how to manage to develop in-depth knowledge of the specific curriculum and how to contribute to planning and evaluating the fit-for-context/fit-for-purpose aspects of the curriculum and the school context. Supporting out-of-field teachers entails an in-depth look at the meaning of out-of-field teaching for enacting a specific curriculum and of the in-school context as a whole, with a specific focus on communication, collaboration and cooperation within the wider school community.

Keywordsschool environment and context; professional knowledge; school cultures and traditions; shaping roles; expertise; teacher roles; subject-specific nature of teaching; enactment of the curriculum
Page range217 - 242
Year2019
Book titleExamining the Phenomenon of "Teaching Out-of-field": International Perspectives on Teaching as a Non-specialist
PublisherSpringer Nature
Place of publicationSingapore
ISBN9789811333651
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-13-3366-8_9
Scopus EID2-s2.0-85078652605
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
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