Out-of-field teaching is of increasing concern internationally and has been linked to teacher attrition and stress, and reduced student learning outcomes. Secondary education in Australia is challenged by high levels of out-of-field teaching, particularly in mathematics and science. Through the development of longitudinal case studies across three states developed over three years, this project will investigate the changing landscape of perceptions and practices among secondary school teachers in their first three years of teaching mathematics and science. Outcomes of the project will inform the development of school and system policy and practice in dealing with this internationally pervasive issue. The research questions are:
- RQ1. What shifts in understandings and identity occur as beginning teachers in a specialization cross the boundaries between their in-field teaching and out-of-field mathematics or science teaching?
- RQ2. How do classroom in-field and out-of-field teaching practices reflect the changing understandings and identity of beginning teachers of a specialization?
- RQ3. What school practices successfully support the development of teacher knowledge, identity and practice during boundary crossings between specialisations?
Funding / Grants
- ARC Discovery (2015 - 2017)
Team
Other Team Members
- Dr Linda Hobbs Project Leader (Deakin University)
- Dr Coral Campbell (Deakin University)
- Professor Russell Tytler (Deakin University)
- Associate Professor Colleen Vale (Deakin University)
- Dr Frances Quinn (University of New England)
- Dr Robert Whannell (University of New England)
