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" Examining the phenomenon of teaching out-of-field : "
Linda Hobbs, Günter Törner, editors.
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BL
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| Record Number
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891369
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| Main Entry
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Hobbs, Linda.
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| Title & Author
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Examining the phenomenon of teaching out-of-field : : international perspectives on teaching as a non-specialist /\ Linda Hobbs, Günter Törner, editors.
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| Publication Statement
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Singapore :: Springer,, [2019]
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1 online resource (327 pages)
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| ISBN
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9789811333668
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: 9789811333675
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: 9811333661
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: 981133367X
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9789811333651
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9811333653
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| Notes
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3.7.2 Teacher Education and Certification
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| Bibliographies/Indexes
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Includes bibliographical references.
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| Contents
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Intro; Foreword; Contents; Editors and Contributors; Introduction; Part I Teaching Out-of-Field as a World-Wide Phenomenon: Defining and Understanding a Contextualized Issue; Part II The Complexity of Teaching Out-of-Field Phenomenon; Part III Confronting Dilemmas and Addressing the Issues of Teaching Out-of-Field; Teaching Out-of-Field as a World-Wide Phenomenon: Defining and Understanding a Contextualized Issue; 1 Teaching Out-of-Field as a Phenomenon and Research Problem; 1.1 Introduction; 1.2 The Significance of Teaching Out-of-Field as a Phenomenon and Research Problem
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1.2.1 What Language is used to Notice the Out-of-Field Phenomenon?1.2.2 Who Is Talking About It, and What Is Being Said?; 1.3 Dimensions of the Phenomenon; 1.4 A Need for an International Conversation; 1.5 Conclusion; References; 2 Measuring Out-of-Field Teaching; 2.1 Introduction; 2.2 The Challenges of Measuring Out-of-Field Teaching; 2.3 The Source of Data; 2.4 The Measures; 2.4.1 I. Setting the Standard for a Qualified Teacher; 2.4.2 II. Defining Teaching Fields and Matching Them with Fields of Preparation and Training; 2.4.3 III. Identifying Those Assigned to Teaching Fields
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2.4.4 IV. Selecting the Entity to be Measured-Teachers, Classes or Students2.4.5 V. Choosing School Grade Levels to be Examined; 2.5 Conclusion; References; 3 Teaching Out-of-Field Internationally; 3.1 Introduction; 3.2 Australia; 3.2.1 Education System; 3.2.2 Teacher Education and Certification; 3.2.3 Terminology Used for Teaching Out-of-Field; 3.2.4 Teacher Assignment Policies and Practices; 3.2.5 Reporting and Incidence of Teaching Out-of-Field; 3.2.6 Responses at a National, State or Local Level; 3.3 Germany; 3.3.1 Education System; 3.3.2 Teacher Education and Certification
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3.3.3 Terminology Used for Teaching Out-of-Field3.3.4 Teacher Assignment Policies and Practices; 3.3.5 Reporting and Incidence of Teaching Out-of-Field; 3.3.6 Responses at National, State or Local Levels; 3.4 Indonesia; 3.4.1 Education System; 3.4.2 Teacher Education and Certification; 3.4.3 Terminology Used for Teaching Out-of-Field; 3.4.4 Teacher Assignment Policies and Practices; 3.4.5 Reporting and Incidence or Teaching Out-of-Field; 3.4.6 Responses at National, State or Local Level; 3.5 Ireland; 3.5.1 Education System; 3.5.2 Teacher Education and Certification
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3.5.3 Terminology Used for Teaching Out-of-Field3.5.4 Teacher Assignment Policies and Practices; 3.5.5 Reporting and Incidences of Teaching Out-of-Field; 3.5.6 Responses at a National, State or Local Level; 3.6 United Kingdom; 3.6.1 Education System; 3.6.2 Teacher Education and Certification; 3.6.3 Terminology Used for Teaching Out-of-Field; 3.6.4 Teacher Assignment Policies and Practices; 3.6.5 Reporting and Incidence of Teaching Out-of-Field in England: The Case of Mathematics; 3.6.6 Responses at National, State or Local Levels; 3.7 USA; 3.7.1 Education System
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| Abstract
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This book identifies and surveys the major themes around 'out-of-field teaching', that is, teaching subjects or year levels without a specialization. This has been an issue in many countries for some time, yet until recently there has been little formal research and poor policy responses to related problems. This book arises out of collaborations between members of an international group of researchers and practitioners from Australia, Germany, Ireland, England, South Africa, Indonesia and the United States. Cross-national comparisons of ideas through case studies, descriptions of practice and research data interrogates the experiences, practices, and contexts relating to out-of-field teaching. In particular, the book considers the phenomenon of out-of-field teaching in relation to national policy contexts, local school leadership practices, professional development. The book represents an essential contribution on a highly topical issue that has implications for quality and equitable education around the globe.
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| Subject
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Pedagogical content knowledge.
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Teacher effectiveness.
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Teachers-- Certification.
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Teachers-- Training of.
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Pedagogical content knowledge.
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Specialists.
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Teaching.
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| Dewey Classification
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371.102
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| LC Classification
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LB1025.3.E94 2019
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| Added Entry
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Hobbs, Linda
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Törner, Günter
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