The out-of-field phenomenon and leadership for wellbeing: Understanding concerns for teachers, students and education partnerships

Plessis, Anna Du; McDonagh, Kylee

doi:10.1016/j.ijer.2020.101724

Cited by 13 publications

(11 citation statements)

References 33 publications

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“…OOF teachers lack disciplinary knowledge and pedagogical content knowledge, such as instructional strategies, to support student learning and foster their engagement (Darby, 2005; Hobbs, 2012). Therefore, OOF teaching can negatively impact teachers' self‐efficacy (Sharplin, 2014) and contribute to their stress (Du Plessis & McDonagh, 2021). OOF teachers report feelings of guilt as they feel they are not meeting the requirements and expectations placed on them, and uneasiness to ask for support (Du Plessis et al, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…OOF teachers differ significantly from in‐field (IF) teachers in terms of their disciplinary knowledge and pedagogical content knowledge (Neakrase, 2010; Shulman, 1987). This situation impairs their self‐efficacy and leads to their stress and their students' distrust (Du Plessis & McDonagh, 2021). Various in‐service professional development (PD) programs have been developed to support middle school physics teaching, generally involving both OOF and IF teachers.…”

Section: Introductionmentioning

confidence: 99%

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Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers

2023

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Out‐of‐field teaching is a global educational challenge. In particular, many teachers whose academic background and main teaching experience is in biology are called to teach middle school physics and have limited opportunities for productive professional development. Based on previous studies, we expect these teachers to hold different epistemic cognitions from the in‐field teachers. The present study builds on this epistemic diversity and offers dialogic argumentation as a means to promote mutual learning among physics teachers from different disciplinary backgrounds. We describe guidelines for designing interdisciplinary dialogic argumentation activities that aim to encourage teachers to express their disciplinary perspectives in the context of inquiry‐based physics and to facilitate a deliberative discourse among them. We demonstrate in a case study the ways in which the discourse of a group of in‐field and out‐of‐field teachers unfolds under the proposed design guidelines. Using the Actor‐Network methodology and an analysis of power relations, we uncover a complex interplay between the social and the epistemic in the discourse: when interactions become more dialogic and power relations more equalized, the out‐of‐field teachers take an active role in the discussion, foregrounding their epistemic practices and enhancing the epistemic practices of the group, including the in‐field teacher.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers

2023

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“…The success of out-of-field teachers in delivering quality instruction depends highly on their selfconfidence level [42]. It is important in the workplace since it triggers the teachers' passion for teaching, influences their performance, and protects their well-being as they are assigned out-of-field [35,36].…”

Section: Self-confidence In Content Deliverymentioning

confidence: 99%

“…(I studied a lot, I read a lot of books, and I watched YouTube, especially videos and tutorials about the subject that I needed to discuss and the slide share. We need to research the topic to be discussed to see if it is suited for the learners) (Participant four, personal communication, July 07, 2022, lines [42][43][44].…”

Section: Studied a Lot I Read A Lot Of Books And I Watched Youtube Es...mentioning

confidence: 99%

“…Furthermore, the participants of the study were able to endure all the difficulties they faced because of their self-confidence in content delivery. According to Du Plessis and McDonagh [42], the effectiveness and success of teachers' instruction highly depend on the level of selfconfidence of teachers. The participants expressed that they cope with the difficulties brought about by the phenomenon because they believe in their capability to teach and that no matter how new the subject is, they can find a way to better themselves in teaching it.…”

Section: Enduring Newness Of the Fieldmentioning

confidence: 99%

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Embracing the Unknown: Adaptability and Resiliency of Out-of-Field Secondary Teachers Teaching English in Public Schools

Buenacosa

Petalla

2022

AJESS

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Out-of-Field Teaching (OFT) has become one of the common concerns of different educational institutions in the global arena. Its prevalence worldwide has become a major issue because of its impact on the quality of education and the efficacy of teachers. Due to the shortage of specialized teachers in the field, school heads opted to hire out-of-field teachers to teach English subjects which creates a detrimental effect on professional growth, teachers’ performance, and the well-being of teachers. Thus, this qualitative phenomenological paper explored the lived experiences of out-of-field teachers teaching English in public schools. The data were gathered from the six (6) participants who were chosen using a purposeful sampling technique and determined using the following inclusion criteria: non-English major, public secondary school teacher, and have at least two (2) years of experience in teaching English. The data were collected utilizing the in-depth unstructured interview. Employing a thematic analysis, the findings revealed the challenges encountered by the participants, and how they were able to endure and embrace all of them. Moreover, the findings highlighted the adaptability and resiliency of the participants as essential factors in overcoming the demands of the phenomenon. Thus, the findings imply how the lived experiences of the participants molded them to become a better version of themselves.

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First-Year Out-of-Field Teachers: Support Mechanisms, Satisfaction and Retention

Donitsa‐Schmidt

Zuzovsky

Elyashiv

2022

Out-of-Field Teaching Across Teaching Disciplines and Contexts

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The out-of-field phenomenon and leadership for wellbeing: Understanding concerns for teachers, students and education partnerships

Cited by 13 publications

References 33 publications

Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers

Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers

Embracing the Unknown: Adaptability and Resiliency of Out-of-Field Secondary Teachers Teaching English in Public Schools

First-Year Out-of-Field Teachers: Support Mechanisms, Satisfaction and Retention

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