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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
Du Plessis, Anna Elizabeth
Author
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.
Keywords
out-of-field teaching practices, school leaders, professional learning, positive challenge, professional transformation, out-of-field phenomenon
Date
2016
Type
Journal article
Journal
International Journal of Educational Research
Book
Volume
79
Issue
Page Range
42-51
Article Number
ACU Department
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Relation URI
Source URL
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Open Access Status
License
File Access
Controlled