While the first part of this symposium focuses on the experiences of out-of-field teachers in terms of their practices, beliefs and incidence, the second part of the symposium explores teacher learning.  Internationally, teacher learning and those responsible for teacher learning, both pre-service and in-service, are fundamental to the growth of teacher knowledge and expansion of teacher identity.  Teacher learning occurs at pre-service teacher level and is generally the responsibility of universities and colleges. Continuing professional development is offered by a range of providers and funded in multiple ways (different approaches to professional development of teachers are summarised in Hobbs & Törner, 2014). There are different expectations for continuing professional development internationally.

Teaching out-of-field has been common practice for some time, although silent and tabooed in some countries (Ingersoll, 2002; Harris, Harris & Jensz, 2006). Improving the quality of out-of-field teaching requires teachers to engage with continuing professional learning; needed is serious attention to both raising pre-service teachers’ awareness of and preparation for the challenges that out-of-field teaching might present as they enter the workforce (explored in Paper 1), and to supporting, retraining and professionally developing in-service teachers (explored in Papers 2, 3 and 4). Whether these teachers seek out or participate in formal professional development or retraining programs depends on many factors: availability, accessibility due to context, time, identity-related issues, school leadership and professional development cultures, and state incentives, funding and support. The last factor is essential if high quality and targeted professional development and retraining opportunities are to be targeted, available and sustainable. Papers 2, 3 and 4 report on state funded retraining programs for out-of-field teachers.

Identity-related factors can determine how teachers approach an out-of-field teaching assignment. Teachers who embrace the challenge and are willing to see themselves as learners are more likely to seek out or engage with professional development seriously, leading to increased knowledge, improved practice, and expanded professional identities. However, these types of transformations require recognizing where their practice could be enhanced, recognizing their strengths, reflection on practice, and risk taking to embrace new practices. Papers 2 and 3 indicate some of the challenges involved for teachers in taking on new identities, and taking on the big ideas of mathematics in their retraining programs. Papers 2, 3 and 4 provide some indication of key features needed for professional development to lead to transformation in identity and practice for out-of-field teachers.

Early career and experienced teachers can be mis-assigned, either as common long-term practice (such as science teachers teaching mathematics) or in order to complete a teacher’s load. Consequently, new teachers would benefit from being made aware of the reality of out-of-field teaching. Pre-service teacher education programs that build teachers’ capacity to engage in teacher learning-oriented reflection practices, and to embrace an identity of teacher-as-researcher-learner may enable graduate teachers to be more adaptable and ready when they receive an out-of-field teaching load. Tensions exist in initial teacher education because teacher education programs are often subject to strict accreditation requirements. Maintaining a balance between strict subject specialization and preparing students for the reality of teaching is difficult within these requirements. Paper 1 (Hobbs) explores teacher educator perspectives of the possibilities and challenges involved in raising the issue of out-of-field teaching in their courses in a way that seriously prepares teachers to be adaptable, confidence and competent, and resourceful in the event that they are asked to teach out-of-field.

The research question explored in this symposium is: In what ways can teacher education programs and retraining programs attend to the issues around teacher knowledge, professional identity, and transformation of the practices of out-of-field teachers?

Harris, K.L. Harris & Jensz, F. (2006). The preparation of mathematics teachers in Australia: Meeting the demand or suitably qualified mathematics teachers in secondary schools. Melbourne: Australian Council of Deans of Science. Hobbs, L., and Törner, G. (Eds.)(2014). Taking on International Perspective on "Out-of-Field" Teaching: Proceedings and Agenda for Research and Action from the 1st Teaching Across Specialisations (TAS) Collective Symposium. TAS Collective. Available https://www.uni-due.de/TAS Ingersoll, R. (2002). Out-of-field teaching. Educational inequality, and the organisation of schools: An exploratory analysis. Centre for the study of Teaching and Policy.