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Designing professional development for teachers teaching out-of-field

Kenny, J ORCID: 0000-0001-6456-6781, Hobbs, L and Whannell, R 2019 , 'Designing professional development for teachers teaching out-of-field' , Professional Development in Education , pp. 1-16 , doi: 10.1080/19415257.2019.1613257.

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Abstract

Learning to teach out-of-field is a challenge that many teachers worldwideface at some time in their career. Whether they aremotivated to seek formalprofessional development as additional qualifications in this area, however,depends on many factors. Alignment between the specific professionaldevelopment needs of out-of-field teachers and the planned learningexperiences is essential to maximise sustained learning and applicabilityto teachers’ classrooms. This paper reports on a government-funded programdesigned to support teachers teaching ‘out-of-field’ in science andmathematics. The initial design of the program drew on existing literatureon effective teacher professional learning. Using the theoretical lens of‘boundary crossing’ this paper reports on the perceived discontinuitiesthat teachers ‘brought with them’ in order to understand where the potentialfor learning lay, and compared this to teachers’ perceptions of theirchanged practice. Growth in teachers’ confidence and relational understandingsof content, pedagogy and curriculum was evident. Implicationsfor future programs to support out-of-field teachers are provided.

Item Type: Article
Authors/Creators:Kenny, J and Hobbs, L and Whannell, R
Keywords: Teaching out of field (TOOF), Professional Learning (PL), Professional Development (PD)
Journal or Publication Title: Professional Development in Education
Publisher: Routledge
ISSN: 1941-5257
DOI / ID Number: 10.1080/19415257.2019.1613257
Copyright Information:

Copyright 2019 Informa UK Limited, trading as Taylor & Francis Group

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