The out-of-field teacher in context: the impact of the school context and environment

Ann de Plesssis, Linda Hobbs, Julie A. Luft, Colleen Vale

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

School environments impact student behaviours and share specific goals, and they develop shared understandings through perceptions and experiences which demonstrate specific culture in a school community (Shields 2002). Teacher support needs vary, but the adequacy of the support according to teaching needs will strongly influence whether teachers simply cope or manage their out-of-field teaching load. The challenge for out-of-field teachers, then, is how to manage to develop in-depth knowledge of the specific curriculum and how to contribute to planning and evaluating the fit-for-context/fit-for-purpose aspects of the curriculum and the school context. Supporting out-of-field teachers entails and in-depth look at the meaning of out-of-field for enacting specific curriculum and of the in-school context as a whole, with a specific focus on communication, collaboration and cooperation within the wider school community.
Original languageEnglish
Title of host publicationExamining the Phenomenon of “Teaching Out-of-field”
Subtitle of host publicationInternational Perspectives on Teaching as a Non-specialist
EditorsLinda Hobbs, Günter Törner
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter9
Pages217-242
Number of pages26
Edition1st
ISBN (Electronic)9789811333668
ISBN (Print)9789811333651
DOIs
Publication statusPublished - 2019

Keywords

  • school environment and context
  • professional knowledge
  • school cultures and traditions
  • shaping roles
  • expertise
  • teacher roles
  • subject specific nature of teaching
  • enactment of the curricul

Cite this