This chapter will draw on and interrogate a range of theoretical approaches to examining teachers' experiences of teaching across subject boundaries. Teaching is complex work, but teaching a subject without the necessary training presents its own set of challenges, both practically in the classroom and personally for the teacher. Different theoretical perspectives highlight different aspects of the experience. Five theoretical perspectives will be explored for their emphasis on how the individual teacher is positioned in relation to their practice, themselves, and their social and cultural context. The five theoretical perspectives will include: Identity theory, TAS as Boundary Crossing, Cultural and Historical Activity Theory, Lived experience, and Communities of Practice. The chapter will use research from the authors to illustrate the explanatory power of these theories in understanding the experience of teaching across subjects.
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