Teaching out-of-field (OOF)(teaching a subject without appropriate qualifications) is a rising concern internationally, and has been linked to teacher attrition and stress (Taylor, 2000; Handal et al., 2013), and reduced student learning outcomes (Attard, 2013; Thomas, et al., 2012). A high level of out-of-field teaching, particularly in mathematics and science, is a challenge facing secondary education in Australia (Weldon, 2015). Ingersoll (2003) has shown that teaching OOF gives rise to social, economic and educational disadvantage for both teachers and students, particularly for students in poor communities and small, rural or remote schools. White (2011) further articulated that rurality presents a range of challenges for teachers, including personal and professional isolation, inadequate access to professional learning and teaching resources, and requirements to teach OOF. 

Often the subject matter, pedagogical content knowledge, and knowledge of the particular modes of inquiry unique to the subject are the greatest challenges for out-of-field teachers (see for example, Darling-Hammond, 2000; Ponte & Chapman, 2008). Other research shows that teachers’ competence can be compromised resulting in disruption to a teacher’s identity, self-efficacy and well-being (Pillay, Goddard, & Wilss, 2005). While teaching OOF presents such challenges, further research is needed that elucidates conditions required for teachers to experience OOF teaching as an opportunity for learning (Hobbs book chapter). Research to date indicates that the difference between a negative and positive experience is often the level of support a teacher receives, as well as recognition that it is actually quite difficult to teach out-of-field (du Plessis, 2015). Improving teachers’ capacity and confidence to teach OOF requires support from colleagues and school leaders, as well as time to extend content knowledge and teaching approaches (Hobbs, 2015).

The Teaching Across Subject Boundaries (TASB) Project investigates teacher learning and changes in practice and identity during the first five years of teaching a new subject, and involves both early career teachers and experienced teachers who are new to teaching mathematics or science out-of-field. Hobbs (2013a) raises the question as to whether teaching OOF presents different challenges for early career teachers compared to experienced teachers: experienced teachers teaching out-of-field have already developed their teacher identity and practice within their primary subject areas, whereas early career teachers are still navigating the complexities of being a teacher.

When attempting to understand the experience of individuals who are teaching out-of-field there are a number of aspects other than stage of teaching career that must be considered.  Teacher’s personal resources, support, and context have been found to influence whether teachers ‘feel’ OOF (Hobbs, 2013b). In particular, the context of the teacher, for example, the school culture and degree of rurality, influences whether teachers have the resources or can take risks in learning to teach a new subject area. Teacher support through a supportive leadership and collegiality have also been shown to be essential in determining how teachers cope with and situate themselves in relation to the new role (du Plessis, 2015) – whether they see it as a challenge to broaden their teaching career or as a burden to be endured with the hope of simply surviving (Hobbs, 2013b).  Recognition of the teacher-in-context is needed to fully appreciate and understand the complexity involved in learning to teach OOF. This paper uses data from the first year of the TASB project to examine the experiences of OOF teachers, and the context in which they teach, that is, schools in rural and regional settings and with different school practices that support or foster teacher learning. The research question is How does context (school culture, rurality) influence the development of teacher knowledge, identity and practice when learning to teach OOF?

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