The out-of-field phenomenon: Perceptive consequences and Support Needs Through the Lens of graduating second career preservice teachers

Abstract

Second career preservice teachers’ perceptions about the out-of-field teaching phenomenon might influence career decisions, such as retention and attrition. A target group of 133 second career graduating Master of Teaching students voluntarily participated in this mixed method study which offered findings through analysed open and Likert-scale questions and semi-structured interview data. The pilot offers new information about second career preservice teachers’ perceptions about their possible involvement in out-of-field teaching practices and the phenomenon’s implications for capabilities, skills knowledge, self-efficacy, support needs and professional identity. A critical reflection on quality teaching and teacher training programs, and preparation for the teaching profession form the foundation for further research in this field. The analyses further stimulate a deeper understanding of the future second career teaching workforce and perceptions of support resources.

Supporting teaching and learning in out-of-field subjects : a case study of departmental heads.

“…Although OOF teaching occurs often in educational systems around the world, its effects on systems, educators, and aspiring educators transcend national boundaries (Du Plessis et al, 2023). OOF has major implications for both educators and learners in school, such as not a DH not being able to give teaching strategies to novice educator (Tapala et al, 2018).…”