東華大學圖書館 |

Out-of-field teaching across teaching disciplines and contexts

Record Type:	Electronic resources : Monograph/item
Title/Author:	Out-of-field teaching across teaching disciplines and contexts/ edited by Linda Hobbs, Raphaela Porsch.
other author:	Hobbs, Linda.
Published:	Singapore :Springer Singapore : : 2022.,
Description:	xxi, 381 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	Part 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.
Contained By:	Springer Nature eBook
Subject:	Teaching. -
Online resource:	https://doi.org/10.1007/978-981-16-9328-1
ISBN:	9789811693281

Out-of-field teaching across teaching disciplines and contexts
Out-of-field teaching across teaching disciplines and contexts[electronic resource] /edited by Linda Hobbs, Raphaela Porsch. - Singapore :Springer Singapore :2022. - xxi, 381 p. :ill. (some col.), digital ;24 cm.

Part 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.

This 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.

ISBN: 9789811693281

Standard No.: 10.1007/978-981-16-9328-1doiSubjects--Topical Terms:

517098
Teaching.

LC Class. No.: LB1027 / .O88 2022

Dewey Class. No.: 370.711

Out-of-field teaching across teaching disciplines and contexts
LDR:04709nmm a2200325 a 4500 001 2298594
003 DE-He213
005 20220218203603.0
006 m d
007 cr nn 008maaau
008 230324s2022 si s 0 eng d
020 $a 9789811693281 $q (electronic bk.)
020 $a 9789811693274 $q (paper)
024 7 $a 10.1007/978-981-16-9328-1 $2 doi
035 $a 978-981-16-9328-1
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1027 $b .O88 2022
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 370.711 $2 23
090 $a LB1027 $b .O94 2022
245 0 0 $a Out-of-field teaching across teaching disciplines and contexts $h [electronic resource] / $c edited by Linda Hobbs, Raphaela Porsch.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2022.
300 $a xxi, 381 p. : $b ill. (some col.), digital ; $c 24 cm.
505 0 $a Part 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.
520 $a This 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.
650 0 $a Teaching. $3 517098
650 1 4 $a Teaching and Teacher Education. $3 1001835
650 2 4 $a Educational Policy and Politics. $3 927935
650 2 4 $a Didactics and Teaching Methodology. $3 3595247
700 1 $a Hobbs, Linda. $3 3382844
700 1 $a Porsch, Raphaela. $3 3595286
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-981-16-9328-1
950 $a Education (SpringerNature-41171)