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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Teresa Beckprocedures based on the use of these X-rays, such as conventional X-ray, fluoroscopy, or computed tomography, now form an integral part of the diagnostic basis of almost all diseases. Through interventional, X-ray-based procedures, radiology today is also an integral part not only of diagnostics but

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Challenging the Representations and Assumptions of Out-of-Field Teachingg practice in secondary schools in many countries, including Australia. We used a critical approach to problematise the policies and practices concerning out-of-field teaching in Australia. Documents from the Australian and selected state governments, and interviews with representatives from princip

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Defining Teaching Out-of-Field: An Imperative for Research, Policy and Practiceg. This project draws on existing research findings to ascertain a definition for teaching out-of-field that can be translated across jurisdictions, and which can inform policy, practice and research. Funded by the Victorian Department of Education and Training, the project uses the state’s policy c

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Value-Lost: The Hidden Cost of Teacher Misassignment national or international exam scores where the exams are not aligned directly with the course curriculum being taught, or (b) self-reported survey data. This study used state-wide, detailed data for 5 million students who took Algebra I, Grade 8 Mathematics, or Grade 7 Mathematics and their associ

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‘Out-of-Field’ Teaching in Mathematics: Australian Evidence from PISA 2015 it can adversely affect teachers’ work and students’ learning. Teacher shortages and aspects of school organisational practice have been explanations linked to out-of-field teaching. We draw on Australian PISA 2015 data to examine the extent to which these, together with teacher characteristics and

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Understanding the Complexity of Science Teachers’ Lived Experience as They Navigate Two Out-of-Fields while seamlessly integrating digital technologies into their practice. Geoscience is the study of Earth’s solid components and processes acting on them. It is a discipline that, like digital technologies, has been historically documented to be taught by out-of-field teachers. This chapter seeks to

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Teaching English Out-of-Field in Primary School: Differences in Professional Characteristics and Effalified for teaching EFL. Second, it presents empirical findings on the question of whether subject-specialist teachers and non-specialist teachers differ in relevant professional characteristics. Findings will be reported from the ‘Teaching English in Primary Schools’ (TEPS) study conducted in Germ