The Out-of-Field Teacher in Context: The Impact of the School Context and Environment

Plessis, Anna Elizabeth Du; Hobbs, Linda; Luft, Julie A.; Vale, Colleen

doi:10.1007/978-981-13-3366-8_9

Cited by 11 publications

(4 citation statements)

References 26 publications

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“…Shortages of secondary science teachers willing to teach in Australian regional and rural schools have been evident for some time (Halsey, 2017; Handal et al., 2013; Jenkins et al., 2011; Tytler, 2007), with access to effective professional learning being a key area of concern for rural teachers (du Plessis et al., 2019; Halsey, 2017; Jenkins et al., 2011; McConaghy et al., 2006; Tytler et al., 2011). The establishment of a science academic research programme that includes a focus on academic mentoring allows university academics to serve as role models demonstrating how scientific knowledge is gathered, analysed and communicated whilst enhancing the teacher’s cognitive understanding and skills (Pegg et al., 2010; Rennie, 2012; Tytler et al., 2008, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, access to professional development for rural and remote mathematics and science teachers can be difficult not only due to geographical distance but also due to differing professional development priorities at the personal, school, regional and state level (Tytler et al., 2011). Professional development opportunities are needed for rural teachers to redress gaps in STEM knowledge as well as support early career teachers in teaching new science subjects or curriculum areas (du Plessis et al., 2019; Halsey, 2017; Jenkins et al., 2011; Tytler et al., 2011). These factors combined with the suggested science teacher shortages, raise concerns about the quality of STEM instruction by teachers who are both new to teaching and unprepared in the subject area (Hobbs, 2020; Nixon et al., 2017; Weldon, 2015).…”

Section: Introductionmentioning

confidence: 99%

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An Australian-based authentic science research programme transforms the 21st century learning of rural high school students

Puslednik

Brennan

2020

Australian Journal of Education

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Authentic student-led inquiry and exposure to scientific research impact students’ science career choices. Given Australian students decline in STEM skills, knowledge of whether such programmes impact student learning is critical. This research examined the short-term impact of an authentic, hands-on research mentor programme on rural student’s science skills. Nine Year 10 students participated in a science academic research programme leading to scientific publications and students collecting of first-hand data from international experiments on a major world-wide health issue. The NSW Department of Education Year 10 VALID assessment scores of this intervention group were compared to a control group. Intervention students had significantly higher overall scores as well as significantly higher scores in 21st century skills. These results were supported by student’s self-assessment of their learning growth. Our study suggests authentic science research mentor programmes are pedagogically advantageous for Year 10 high achieving rural students. Educators’ willingness to embrace these innovative approaches has the potential to produce the next generation of scientists.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Australian-based authentic science research programme transforms the 21st century learning of rural high school students

Puslednik

Brennan

2020

Australian Journal of Education

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“…The current dearth of qualified teachers and criticisms of single‐subject teaching at the primary level have resulted in an escalating demand for M‐SGTs. In fact, schools worldwide often necessitate their teachers to be proficient in instructing multiple subjects to multi‐grade students (du Plessis et al, 2019; Heyward et al, 2017). As a global issue, M‐SGTs have, therefore, garnered extensive research attention, encompassing their teaching practices, approaches and strategies (e.g., Collins, 2016; King, 2018; Opoku‐Asare et al, 2015), preparedness (Freak & Miller, 2017), self‐efficacy and obstacles encountered during teaching (e.g., Aróstegui & Kyakuwa, 2021; Truelove et al, 2019), and so on.…”

Section: Introductionmentioning

confidence: 99%

Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi‐subject generalist teachers

Alam,

Asmawi

2023

Review of Education

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The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M‐SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case‐study approach was employed, and six M‐SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi‐structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M‐SGTs. The study reveals that M‐SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre‐service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M‐SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole‐class teaching and the use of supplementary materials. This paper ends with an important implication.

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“…Theoretical Framework: Defining and Conceptualizing Instructional Contexts Historically, instructional contexts have been seen as a set of conditions generated by the environments within which teaching takes place (e.g., Kennedy, 2010), defined either narrowly to characterize the immediate space where teaching takes place (Du Plessis et al, 2019), or broadly to include societal and national goals (McLaughlin & Talbert, 1993). Some studies refer to the physical structures where teaching occurs, such as location, school size, and buildings (e.g., Opdenakker & Van Damme, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Resources of Instructional Contexts: Examples From New Elementary Science Teachers

Bennion

Bismack

Davis

et al. 2022

Journal of Education

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Educational contexts are often seen as constraints in school settings. We propose a framework to analyze how teachers draw on their contexts to find resources to support their learning. Following five preservice elementary teachers into their first years of teaching, we draw on interviews, surveys, artifacts, and videorecords. We apply this framework to identify the resources available in elementary science teaching. Our findings show how some resources can cascade from higher levels (e.g., state standards and mistrust of science) and impact classroom opportunities. Our analysis highlights the importance of teacher education and school leadership in illuminating contextual resources available to teachers.

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The Out-of-Field Teacher in Context: The Impact of the School Context and Environment

Cited by 11 publications

References 26 publications

An Australian-based authentic science research programme transforms the 21st century learning of rural high school students

An Australian-based authentic science research programme transforms the 21st century learning of rural high school students

Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi‐subject generalist teachers

The Resources of Instructional Contexts: Examples From New Elementary Science Teachers

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