While teachers are initially prepared for particular specialisations, the reality is that many early career teachers are expected to teach outside their specialisations, i.e. “out-of-field” (e.g., Harris & Jensz, 2006). Teacher education programs are not required to prepare teachers for out-of-field teaching, but the challenge is to produce adaptable, well-informed, capable teachers in line with the Australian Professional Teacher Standards (AITSL, 2014). This project explored the structure and philosophy of seven secondary teacher education programs, and perceptions of teacher educators and PSTs through the use of case study methodology (Stake, 2005) and questionnaires. This paper will focus on the research questions: What roles do universities play in preparing teachers to teach out-of-field? How do the structure and content of these programs support the development of teacher-ready, adaptable teachers? Interviewees included seven program coordinators/tutors, 16 teacher educators, and two placement officers. Results showed that there were differences in how the interviewees positioned initial teacher education. This positioning depended on their perceptions of what it means to be an effective teacher and their response to tensions between “a teacher first then a subject teacher”, the fundamental role of subject and pedagogical content knowledge, and what is possible within their program structure. All teacher educators recognised the reality that their students are likely to teach out-of-field, and that there is a greater need to raise awareness and possibility of future out-of-field teaching, although how this might be achieved remains an important question for initial teacher education. In the more traditional programs with defined subject specialisations, exposure to the issue of out-of-field teaching was usually indirect rather than explicit discussion of skills and attitudes needed in out-of-field contexts; however, alternative programs that integrated specialisations challenged the subject-bound identity of a teacher. A dilemma exists in teacher education that must begin with a conversation: Should initial teacher education take action on out-of-field teaching? Are alternative models needed for teacher preparation? Keywords: out-of-field teaching; pre-service teacher education; adaptability; identity

Australian Institute for Teacher and School Leadership (2014). AITSL Professional Standards for Teachers. Melbourne, Vic.: AITSL. 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. Stake, R. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443-466). Thousands Oaks: Sage Publications.