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Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa
ARTICLE

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International Journal of Educational Research Volume 66, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This paper critically reflects on the lived meaning of out-of-field teaching for professional development. Out-of-field teaching is a commonly used term that refers to teachers who are assigned to teach subjects and year levels when they are not suitably qualified to do so. Out-of-field teaching is a transnational common practice with developing concerns in countries such as the United States, United Kingdom, Turkey, South Africa and Europe (Norway and Germany). Understanding the interrelations between leaders’ perceptions, the real-life experiences of out-of-field teachers and what it means for their professional development is an under-researched field. Results from seven very different school settings in Australia and South Africa revealed assumptions and misconceptions about out-of-field teaching and its meaning for professional development. Through the different lenses of participants out-of-field teaching was investigated to reveal meaning, perceptions and leaders’ influence on teachers’ professional learning.

Citation

du Plessis, A.E., Gillies, R.M. & Carroll, A. (2014). Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa. International Journal of Educational Research, 66(1), 90-102. Elsevier Ltd. Retrieved October 23, 2019 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2014.03.002

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