Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges

Journal article


Du Plessis, Anna Elizabeth. (2016). Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges. International Journal of Educational Research. 79, pp. 42 - 51. https://doi.org/10.1016/j.ijer.2016.06.010
AuthorsDu Plessis, Anna Elizabeth
Abstract

This paper claims that well informed and engaged school leaders turn the implications of out-of-field teaching practices into positive challenges. Teachers teaching outside their fields of qualification or expertise influence the quality of teaching and learning. A phenomenological approach moves beyond existing statistics on the out-of-field phenomenon towards an in-depth understanding of the lifeworld of teachers in these positions. Through various lenses of educational directors, principals, specialists, out-of-field teachers and parents, the paper examines unsettling truths about the pressures surrounding the out-of-field phenomenon. The findings offer evidence of the transformation school leaders can bring about. The paper asserts that an in-depth understanding of the phenomenon influences school leaders’ decisions. Identification of tension between lived experiences and leaders’ perceptions inform recommendations.

Keywordsout-of-field teaching practices; school leaders; professional learning; positive challenge; professional transformation; out-of-field phenomenon
Year2016
JournalInternational Journal of Educational Research
Journal citation79, pp. 42 - 51
PublisherElsevier Ltd
ISSN0883-0355
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ijer.2016.06.010
Scopus EID2-s2.0-84977571975
Page range42 - 51
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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