Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon

Journal article


Du Plessis, Anna. (2019) Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon. International Journal of Educational Research. 93, pp. 136 - 152. https://doi.org/10.1016/j.ijer.2018.11.002
AuthorsDu Plessis, Anna
Abstract

The expectation that teachers’ professional practice will effectively accommodate diversity in their classrooms has drawn attention to issues that impact teachers’ ability to manage these challenges. This paper reports on the implications out-of-field teaching practices have for the effective management of diversity in classroom contexts. The qualitative investigation involved semi-structured interviews, classroom observations and document analysis from 48 participants and seven schools. A new context-conscious understanding development theory underpins the investigation. The results and key findings demonstrate that the out-of-field phenomenon has significant implications for students’ learning needs. The paper concludes with reflections on strategies for the more effective management of diverse learning environments when the out-of-field phenomenon is in play.

KeywordsDiversity; Out-of-field teaching practices; Integration in classrooms; Inclusive student participation; Diverse teaching and learning environments; Leaders’ perceptions
Year2019
JournalInternational Journal of Educational Research
Journal citation93, pp. 136 - 152
PublisherPergamon Press
ISSN0883-0355
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ijer.2018.11.002
Scopus EID2-s2.0-85056621226
Page range136 - 152
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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