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Titlebook: Out-of-Field Teaching Across Teaching Disciplines and Contexts; Linda Hobbs,Raphaela Porsch Book 2022 The Editor(s) (if applicable) and Th

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发表于 2025-3-21 16:56:38 | 显示全部楼层 |阅读模式
书目名称Out-of-Field Teaching Across Teaching Disciplines and Contexts
编辑Linda Hobbs,Raphaela Porsch
视频video
概述Examines empirical studies on teaching out-of-field from across different disciplines.Showcases methods and perspectives addressing issues on the policy level across different contexts.Synthesizes res
图书封面Titlebook: Out-of-Field Teaching Across Teaching Disciplines and Contexts;  Linda Hobbs,Raphaela Porsch Book 2022 The Editor(s) (if applicable) and Th
描述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 schoolcontexts/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 a
出版日期Book 2022
关键词Teaching out-of-field; Teaching out-of-field in different contexts; Unspecialised teaching; Non-special
版次1
doihttps://doi.org/10.1007/978-981-16-9328-1
isbn_softcover978-981-16-9330-4
isbn_ebook978-981-16-9328-1
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor
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Book 2022nd 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 ou
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Teaching English Out-of-Field in Primary School: Differences in Professional Characteristics and Effrs was found to be positively related to their subject-specific enthusiasm and EFL proficiency. The article concludes by giving recommendations for the design of in-service professional development courses for out-of-field teachers.
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First-Year Out-of-Field Teachers: Support Mechanisms, Satisfaction and Retentionf-field teachers were less satisfied with the induction year and reported a lower sense of support. A significantly higher percentage of them quit teaching after the induction year. Both subject and year-level out-of-field teaching came up as detrimental, but they were at their worst when they occurred together.
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Transitioning into the Profession with an Out-of-Field Teaching Loadds for teaching geography are used to analyse data. Results show a sustained and explicit process of theory–practice reflection enabled the PSTs to discern, deliberate and act upon the strength of their personal values and beliefs about teaching overall and about teaching geography to overcome the constraint of out-of-field teaching.
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