Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa

Plessis, Du; Gillies, Robyn M.; Carroll, Annemaree

doi:10.1016/j.ijer.2014.03.002

Cited by 44 publications

(23 citation statements)

References 34 publications

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“…Although 'out-of-field' teaching is not an uncommon practice in schools across Australia, the 46.7 per cent of teachers in the study who were deemed to be either unqualified or without training in HE is high in comparison to incidences reported in other subjects (du Plessis, Gillies, & Carroll, 2014;Goos, 2013;McConney & Price, 2009). …”

Section: Figure1 Participants Whose Main Learning Area Is Other Thanmentioning

confidence: 66%

“…This is despite the incidence of 'out-of-field' teaching within the subject being greater than other subjects in secondary schools (du Plessis et al, 2014;Goos, 2013;McConney & Price, 2009;Sharplin, 2014). Professional learning is available to these teachers but it primarily focuses on content knowledge rather than policy and curriculum understandings.…”

Section: Professional Learningmentioning

confidence: 99%

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Rumination, realignment and reflection: Who is really teaching health education in secondary schools?

Barwood¹

2017

LCJ

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In Western Australia (WA), health education (HE) is timetabled as a separate, disciplinebased subject belonging to the health and physical education (HPE) learning area. Globally, this subject is identified as a key site to support and strengthen the health and wellbeing of children and young people. In WA, teachers from outside-of-the-field of HPE are commonly used to deliver HE. This situation is not exclusive to HE nor to WA, and in some circles is referred to as education's dirty little secret. This mixed-methods study critically examined the role of the teacher in the delivery of HE with the purpose of continuing previous WA-based research and responding to a gap in data with regard to the qualifications of the teachers. The study obtained questionnaire responses from 75 teachers delivering HE in 49 different lower secondary government schools across the state with nine teachers interviewed after the first round of quantitative data collection to provide contexualised information of the WA setting. The study found that half of the teachers delivering HE were unprepared to do so.

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Section: Figure1 Participants Whose Main Learning Area Is Other Thanmentioning

confidence: 66%

Section: Professional Learningmentioning

confidence: 99%

Rumination, realignment and reflection: Who is really teaching health education in secondary schools?

Barwood¹

2017

LCJ

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“…Universities need to exercise new teaching strategies, including ones that are problem-based, are active and interactive, ones that require collaboration, ones requiring experimentation, and simulation-based ones that reinforce real world application of relevant knowledge, skills, and learner competences [101,102]. University teaching communities are morally and formally obligated to acquire advanced subject knowledge and to improve their teaching skills and the competences needed to make the learning process effective [12,103].…”

Section: Teaching Qualitymentioning

confidence: 99%

Imperatives of Sustainable University Excellence: A Conceptual Framework

et al. 2019

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This study envisions the architecture of a modern era university with sustainable standards of excellence. Sustainable University Excellence is herein defined as the ability of a university to excel in the core areas of knowledge creation and dissemination via the mobilization of human, social, intellectual, and financial capital to serve on socioeconomic and environmental fronts ethically, efficiently, and effectively to secure a sustainable future. Seven core performance domains of a university are explored: Teaching quality, research culture, technological capability building, accessibility, community engagement, internationalization, and environment, which should be prioritize in order to continuously advance along a sustainable excellence continuum. This study provides a self-assessment methodology that universities can employ to compare their performance relative to the aforementioned domains, thus enabling the identification of performance gaps, the knowledge of which is crucial to the formulation of more targeted strategy. This approach allows decision makers to form a more coherent vision for sustainability within institutional and broader contexts. The approach proposed herein incorporates the three aspects of sustainability that form the so-called Triple Bottom Line (TBL).

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“…Adgangen til yrket kan bli ekstra utfordrende når nye laerere i mange sammen henger går lenge uten å vite om de blir ansatt eller ikke, og ofte får tilbud om stillinger rett før skolestart (Bergsvik, Grimsaeth, & Grete Nordvik, 2005). Laererne takker der for gjerne ja til stillingene selv om tilbudet innebaerer fag de ikke har formell kompe tanse i, undervisning i altfor mange fag eller i altfor mange klasser (du Plessis, Gillies, & Carroll, 2014;Føinum, 2016;S. M. Johnson, 2006;Sharplin, 2014).…”

Section: Empirisk Forskningunclassified

Nye læreres erfaringer med skolen som organisasjon

Amdal

Ulvik

2019

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Mens forskning på nye lærere ofte retter oppmerksomheten mot det performative aspektet ved lærerarbeid, undersøker denne artikkelen nyutdannedes møte med skolen som organisasjon. Fem nye lærere ble intervjuet i det siste semesteret i lærerutdanningen og etter de tre første månedene i arbeid. Gjennom utdanningen har de dannet seg et visst kjennskap til skolen og dens kultur, og de både gleder og gruer seg til lærerjobben. Likevel, som arbeidssøkere stiller de få krav til sin fremtidige arbeidsplass. Resultatene i studien viser at de nye lærerne får svært utfordrende arbeidsbetingelser og mangelfull mentorstøtte eller veiledning. Artikkelen konkluderer med en bekymring over at det er de erfarne lærernes behov som blir prioritert framfor behovene til de nyutdannede. Avslutningsvis diskuterer vi studiens resultater og kommer med forslag til implikasjoner både for forskning og oppfølging av nyutdannede.

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Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa

Cited by 44 publications

References 34 publications

Rumination, realignment and reflection: Who is really teaching health education in secondary schools?

Rumination, realignment and reflection: Who is really teaching health education in secondary schools?

Imperatives of Sustainable University Excellence: A Conceptual Framework

Nye læreres erfaringer med skolen som organisasjon

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