Examining the complexity of the out-of-field teacher experience through multiple theoretical lenses

Book chapter


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
AuthorsHobbs, Linda, du Plessis, Anna E., Quinn, Frances and Rochette, Emily
EditorsL. Hobbs and G. Torner
Abstract

This chapter will draw on and interrogate a range of theoretical approaches to examining teachers’ experiences of teaching across specialisations. Teaching is a complex work, but teaching a subject without the necessary background presents its own set of challenges, both practically in the classroom and personally for the teacher. Different theoretical perspectives highlight different aspects of the experience. Four theoretical perspectives will be explored for their emphasis on where the individual teacher is placed within and how they negotiate the intersection of their practice, sense of self and the social and cultural context. The four theoretical perspectives will include Positioning Theory, Cultural Historical Activity Theory, Boundary Crossing and Lived Experience. The chapter will use research from the authors to illustrate the explanatory power of these theories in understanding the experience of teaching across subjects.

Keywordsteaching out-of-field; teaching across specialisations; cultural-historical activity theory; boundary crossing; epistemological perspective; context-consciousness; lived experience; positioning theory
Page range87 - 128
Year2019
Book titleExamining the Phenomenon of "Teaching Out-of-field": International Perspectives on Teaching as a Non-specialist
PublisherSpringer Nature
Place of publicationUnited States of America
ISBN9789811333651
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-13-3366-8_4
Scopus EID2-s2.0-85078642593
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
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