Teaching out-of-field in Home Economics: A Systematic Quantitative Literature Review

“Teachers Are Rock Stars!” Rethinking Teaching and Teacher Education in a Post-Pandemic World: Innovative Disruption and Silver Linings

“…This need is reflected in the participant responses calling for partnerships and more meaningful approaches to professional experience design and delivery. These approaches could build on innovations developed during the pandemic, such as the cross-sectoral Learning@Home Work Integrated Learning initiative [47], in which preservice teachers worked closely with teacher mentors to develop and deliver learning resources to students and their parents/carers. More use could also be made of the potential for virtual professional experience designs to prepare preservice teachers for a range of classroom experiences [48,49].…”

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

“…The OOF phenomenon has been researched thoroughly by scholars (Du Plessis et al, 2015;Ingersoll, 2019) however, there is limited research that has been produced on DHs supervising out-of-field subjects. For educators' self-efficacy, confidence, sense of belonging in the classroom, and effective classroom practice, out-of-field teaching has real-life negative effects (Pendergast et al, 2022). Self-efficacy concerns are linked to academic performance, confidence, and a sense of belonging (Wurster et al 2020), while Brown et al (2021) emphasise that educators' sentiments of preparedness are frequently a significant predictor of their ability to accomplish teaching duties.…”