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Abstract

This chapter discusses teacher learning and professional development ofout-of-field teachers from the point of view of the literature. It examines what makesthis kind of learning and development effective and explores the ideas surrounding the varying rationale for the introduction of such teacher learning and professional development opportunities. Classical approaches to professional developmentare discussed in addition to several emerging international models of professionaldevelopment that are currently being employed in the Republic of Ireland, Englandand Australia for in-service out-of-field teachers of mathematics predominantly butalso a range of other subject disciplines (in the case of South Korea). Details of thestructure of each of the models of professional development for in-service teachersare outlined using a country case study approach. Comparisons are made betweenthe techniques employed in each country to upskill out-of-field teachers in specificdisciplines. This chapter also proposes an international framework for teacher learning and professional development for out-of-field teachers that encompasses the bestaspects of each country’s approach.

Item Type:	Book Section
Authors/Creators:	Faulkner, F and Kenny, J and Campbell, C and Crisan, C
Keywords:	teacher learnin, professional development, continuous, in-service
Publisher:	Springer Singapore
DOI / ID Number:	https://doi.org/10.1007/978-981-13-3366-8_11
Copyright Information:	Copyright 2019 Springer Nature Singapore Pte Ltd.
Related URLs:	Google Scholar: Kenny, J UTAS Profile: Kenny, J
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