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Designing professional development for teachers teaching out-of-field


Kenny, J and Hobbs, L and Whannell, R, Designing professional development for teachers teaching out-of-field, Professional Development in Education pp. 1-16. ISSN 1941-5257 (2019) [Refereed Article]

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

DOI: doi:10.1080/19415257.2019.1613257


Learning to teach out-of-field is a challenge that many teachers worldwide face at some time in their career. Whether they aremotivated to seek formal professional development as additional qualifications in this area, however, depends on many factors. Alignment between the specific professional development needs of out-of-field teachers and the planned learning experiences is essential to maximise sustained learning and applicability to teachers’ classrooms. This paper reports on a government-funded program designed to support teachers teaching ‘out-of-field’ in science and mathematics. The initial design of the program drew on existing literature on effective teacher professional learning. Using the theoretical lens of ‘boundary crossing’ this paper reports on the perceived discontinuities that teachers ‘brought with them’ in order to understand where the potential for learning lay, and compared this to teachers’ perceptions of their changed practice. Growth in teachers’ confidence and relational understandings of content, pedagogy and curriculum was evident. Implications for future programs to support out-of-field teachers are provided.

Item Details

Item Type:Refereed Article
Keywords:Teaching out of field (TOOF), Professional Learning (PL), Professional Development (PD)
Research Division:Education
Research Group:Education systems
Research Field:Education systems not elsewhere classified
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Kenny, J (Associate Professor John Kenny)
ID Code:132518
Year Published:2019
Web of Science® Times Cited:3
Deposited By:Education
Deposited On:2019-05-09
Last Modified:2020-05-12

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