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001444605 0247_ $$a10.1007/978-981-16-9328-1$$2doi
001444605 035__ $$aSP(OCoLC)1298850986
001444605 040__ $$aYDX$$beng$$erda$$epn$$cYDX$$dN$T$$dGW5XE$$dEBLCP$$dOCLCO$$dOCLCF$$dOCLCQ
001444605 049__ $$aISEA
001444605 050_4 $$aLB1027$$b.O88 2022
001444605 08204 $$a370.71/1$$223
001444605 24500 $$aOut-of-field teaching across teaching disciplines and contexts /$$cLinda Hobbs, Raphaela Porsch, editors.
001444605 264_1 $$aSingapore :$$bSpringer,$$c[2022]
001444605 264_4 $$c©2022
001444605 300__ $$a1 online resource :$$billustrations (some color)
001444605 336__ $$atext$$btxt$$2rdacontent
001444605 337__ $$acomputer$$bc$$2rdamedia
001444605 338__ $$aonline resource$$bcr$$2rdacarrier
001444605 504__ $$aIncludes bibliographical references.
001444605 5050_ $$aPart I. Policy contexts -- Chapter 1. Challenging the representations and assumptions of out-of-field teaching -- Chapter 2. Defining out-of-field: An imperative for research, policy and practice -- Chapter 3. Teaching Out-of-Field: The Short- and Long-Term Negative Consequences on Students and Teachers -- Part II. Personal contexts -- Chapter 4. Understanding the Complexity of Science Teachers' Lived Experience as They Navigate Two Out-of-Field (OOF) Areas: Implications and Possibilities -- Chapter 5. Do Out-Of-Field Teachers' Attitudes Towards Mathematics and Science Differ, and Does it Matter for their Reported Teaching Practice and Professional Engagement? -- Chapter 6. Teaching English out-of-field in primary school: Differences in professional characteristics and effects on instructional quality -- Chapter 7. Primary school teachers between out-of-field-teaching and subject matter in mathematics: Biographical and communicative structures shaping teacher identity and meaning -- Chapter 8. Maths, History, God, knitting and me: A reflexive bricolage of identity -- Part III. Professional learning contexts -- Chapter 9. Out-of-field teachers in their first year of teaching: Support mechanisms, satisfaction and retention -- Chapter 10. The learning journey of out-of-field teachers in Indonesia -- Chapter 11. "Teaching was not in my head" Narratives from Seiteneinsteiger*innen of their experienced biographical transitions into the teaching profession in Germany -- Chapter 12. Eliminating the fear of getting "caught out" An examination of the development of out-of-field mathematics teachers' identity and preparedness for teaching -- Chapter 13. Transitioning into the profession with an out-of-field teaching load: Exploring the implications for Geography in secondary schools and initial teacher education -- Chapter 14. Neither fully "in" nor completely "out" of the field: The case of teaching mathematics as a second subject in Poland -- Part IV. Teaching practice contexts -- Chapter 15. An Investigation of the classroom practices of out-of-field and In-field mathematics teachers -- Chapter 16. Argumentative and algebraic solutions of out-of-field teachers and teacher students in comparison -- Chapter 17. Teaching mathematics out-of-field: Unknown unknowns -- Part V. Conclusion -- Chapter 18. Research on teaching out-of-field: Synthesis and a model for future research.
001444605 506__ $$aAccess limited to authorized users.
001444605 520__ $$aThis edited book is a compilation of research by the members of the Out-of-Field Teaching Across Specialisations (OOF-TAS) Collective, and is the second book by the Collective. It extends from the work begun in the 2019 book, Examining the Phenomenon of "Teaching Out-of-Field" by showcasing the broad range of research agendas and findings relating to this phenomenon internationally. This book provides research and commentary relating to the out-of-field teaching phenomenon in primary, secondary and tertiary education, and across different subjects. It provides snapshots of the effects, causes, measurement, and other characteristics of out-of-field teaching in and across contexts, including states and countries, school types and school levels, subjects and specializations. The different chapters provide commentary at different units of analysis, and focus on: the effects of out-of-field teaching for teachers and their students; the school contexts/cultures that do or do not support them; the leadership practices that assign the teachers to out-of-field subjects; and the systems that create/perpetuate the need for out-of-field teaching assignments. Chapter 15 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
001444605 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed February 24, 2022).
001444605 650_0 $$aTeaching.
001444605 655_0 $$aElectronic books.
001444605 7001_ $$aHobbs, Linda,$$eeditor.
001444605 7001_ $$aPorsch, Raphaela,$$eeditor.
001444605 77608 $$iPrint version:$$z9811693277$$z9789811693274$$w(OCoLC)1288193513
001444605 852__ $$bebk
001444605 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-9328-1$$zOnline Access$$91397441.1
001444605 909CO $$ooai:library.usi.edu:1444605$$pGLOBAL_SET
001444605 980__ $$aBIB
001444605 980__ $$aEBOOK
001444605 982__ $$aEbook
001444605 983__ $$aOnline
001444605 994__ $$a92$$bISE