Stretching the boundaries: the rise and rise of out-of-field teaching in Australia

Teachers are placed in OOF positions for varying reasons: either temporarily or as an expected part of their long-term career trajectory; as either novice or experienced teachers; for varying proportions and frequency within their teaching load; and with varying levels of teacher commitment to the s...

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Bibliographic Details
Published inCurriculum perspectives Vol. 44; no. 4; pp. 579 - 585
Main Authors Ross, Emily, Hobbs, Linda
Format Journal Article
LanguageEnglish
Published Singapore Springer Nature Singapore 01.12.2024
Springer Nature B.V
Subjects
Academic Achievement
Culture
Curricula
Curriculum Studies
Data collection
Definitions
Education
Educational Change
Faculty Mobility
Field Instruction
Instructional Leadership
Labor Force
Learning
Pedagogical Content Knowledge
Point and Counterpoint
Predominantly White Institutions
Principals
Professional education
Qualifications
School Policy
Schools
Specialization
Students
Teacher Distribution
Teacher Motivation
Teacher Qualifications
Teacher Shortage
Teacher shortages
Teachers
Teaching
Teaching Load
Workforce
Workloads
Australia
Measurement
Policy
Strategy
Teaching out-of-field
Collaboration
Definitions
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Summary:Teachers are placed in OOF positions for varying reasons: either temporarily or as an expected part of their long-term career trajectory; as either novice or experienced teachers; for varying proportions and frequency within their teaching load; and with varying levels of teacher commitment to the subject long term (Donitsa-Schmidt et al., 2021; Hobbs, 2013, 2020; Nixon et al., 2017). Measurement In Australia, a lack of systematic and system-wide data, particularly in relation to teacher subject specialisations (Weldon, 2016), has led to governments ignoring the growing trend and acceptance of OOF teaching as a solution to long-term teacher shortages. Research acknowledges that OOF teachers are a heterogeneous group (Hobbs, 2020; Sharplin, 2014). [...]their support needs and willingness to continue to teach the OOF subject and seek additional qualifications vary (Hobbs & Törner, 2019). Data collection can focus on teacher qualifications, the lived experience of teachers, and a way of understanding the impacts.
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ISSN:0159-7868
2367-1793
DOI:10.1007/s41297-024-00282-7