The lived experience of out-of-field STEM teachers: A quandary for strategising quality teaching in STEM?

Journal article


Du Plessis, Anna E.. (2020) The lived experience of out-of-field STEM teachers: A quandary for strategising quality teaching in STEM? Research in Science Education. 50(4), pp. 1465 - 1499. https://doi.org/10.1007/s11165-018-9740-9
AuthorsDu Plessis, Anna E.
Abstract

Strategising quality teaching in science, technology, engineering, or mathematics (STEM) domains turns focus to teachers’ capacity to teach these subjects (UWIRE Text 2017) when they are not suitably qualified in them. Against the backdrop of research that claims that 75% of the fastest growing occupations will require STEM skills, this investigation provides new information about lived experiences of, and those surrounding, out-of-field teaching practices in STEM subject areas, and the implications these experiences have for teaching and learning environments (Office of the Chief Scientist 2014). The out-of-field teaching phenomenon is defined in this paper as occurring when teachers teach subjects or year levels outside their fields of qualification or expertise. The qualitative investigation applies a Gadamerian theoretical philosophy to develop in-depth understanding through the shared perceptions of educational directors, principals, and the lived experiences of teachers and parents from two countries. Leadership perceptions and the complexities involved in out-of-field teaching practices in science and related subject areas are investigated through the lens of multiple interviews, observations, and document analyses. Concluding remarks offer recommendations for educational leaders, reflections on improvement strategies and educational policies. Proposals for further research of the out-of-field teaching phenomenon’s impact on STEM subject areas are offered.

Keywordsout-of-field teaching phenomenon; quality science teaching; STEM education; policy development; leadership perceptions and decisions; student achievements
Year2020
JournalResearch in Science Education
Journal citation50 (4), pp. 1465 - 1499
PublisherSpringer Netherlands
ISSN0157-244X
Digital Object Identifier (DOI)https://doi.org/10.1007/s11165-018-9740-9
Scopus EID2-s2.0-85048792842
Page range1465 - 1499
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationNetherlands
Permalink -

https://acuresearchbank.acu.edu.au/item/8qy89/the-lived-experience-of-out-of-field-stem-teachers-a-quandary-for-strategising-quality-teaching-in-stem

Restricted files

Publisher's version

  • 9
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Examining the complexity of the out-of-field teacher experience through multiple theoretical lenses
Hobbs, Linda, du Plessis, Anna E., Quinn, Frances and Rochette, Emily. (2019) Examining the complexity of the out-of-field teacher experience through multiple theoretical lenses. 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. 87 - 128 Springer Nature. https://doi.org/10.1007/978-981-13-3366-8_4
Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon
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
The out-of-field teacher in context: The impact of the school context and environment
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
Professional support beyond initial teacher education: Pedagogical discernment and the influence of out-of-field teaching practices
Du Plessis, Anna Elizabeth. (2019) Professional support beyond initial teacher education: Pedagogical discernment and the influence of out-of-field teaching practices Springer Singapore. https://doi.org/10.1007/978-981-13-9722-6
Is quality initial teacher education where the music stops? Conceptualizing the becoming of a teacher: lessons from the field
Du Plessis, Anna. (2018) Is quality initial teacher education where the music stops? Conceptualizing the becoming of a teacher: lessons from the field. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and Accountability in Teacher Education: Setting directions for new cultures in teacher education pp. 223 - 240 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2
Out-of-field teaching practices: what educational leaders need to know
Du Plessis, Anna. (2017) Out-of-field teaching practices: what educational leaders need to know Sense Publishers. https://doi.org/10.1007/978-94-6300-953-9
Design and intervention of an educational-leadership program: student voice and agency, expectations and internationalization
Du Plessis, Anna. (2017) Design and intervention of an educational-leadership program: student voice and agency, expectations and internationalization. International Journal of Higher Education. 6(1), pp. 251 - 268. https://doi.org/10.5430/ijhe.v6n1p251
The workplace experiences of beginning teachers in three countries: a message for initial teacher education from the field
Du Plessis, Anna and Sunde, Eva. (2017) The workplace experiences of beginning teachers in three countries: a message for initial teacher education from the field. Journal of Education for Teaching. 43(2), pp. 132 - 150. https://doi.org/10.1080/02607476.2017.1286759
The meaning of out-of-field teaching for educational leadership
Du Plessis, Anna, Carroll, Annemaree and Gillies, Robyn. (2017) The meaning of out-of-field teaching for educational leadership. International Journal of Leadership in Education. 20(1), pp. 87 - 112. https://doi.org/10.1080/13603124.2014.962618
Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges
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
Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices
Du Plessis, Anna, Carroll, Annemaree and Gillies, Robyn. (2015) Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices. Asia-Pacific Journal of Teacher Education. 43(1), pp. 4 - 21. https://doi.org/10.1080/1359866X.2014.937393
Effective education : Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders
Du Plessis, Anna. (2015) Effective education : Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders. International Journal of Educational Research. 72, pp. 89 - 102. https://doi.org/10.1016/j.ijer.2015.05.005
Out-of-field teaching and professional development : A transnational investigation across Australia and South Africa
Du Plessis, Anna, Gillies, Robyn and Carroll, Annemaree. (2014) Out-of-field teaching and professional development : A transnational investigation across Australia and South Africa. International Journal of Educational Research. 66, pp. 90 - 102. https://doi.org/10.1016/j.ijer.2014.03.002
Media representation of teachers across five countries
Alhamdam, Bandar, Al-Saadi, Khalid, Baroutsis, Aspa, Du Plessis, Anna, Hamid, Obaidul and Honan, Eileen. (2014) Media representation of teachers across five countries. Comparative Education: an international journal of comparative studies. 50(4), pp. 490 - 505. https://doi.org/10.1080/03050068.2013.853476
The implications of the out-of-field phenomenon for effective teaching, quality education and school management
Steyn, G. and Du Plessis, Anna. (2007) The implications of the out-of-field phenomenon for effective teaching, quality education and school management. Africa Education Review. 4(4), pp. 144 - 158. https://doi.org/10.1080/18146620701652754