Session Information
10 SES 10 B, Experiences and Expertise in the Classroom
Paper Session
Contribution
This paper explores the effectiveness of a hybrid model to design and evaluate a professional learning (PL) program for a group of teachers teaching science and mathematics “out-of-field” (OOF), that is, teachers teaching subjects that do not match their expertise. The need for the research arises in a broader international context of a decline in suitably qualified teachers of mathematics and science and associated strategies to address the shortage, referred to in the literature as teachers teaching “out-of-field” (Hobbs 2013) or more recently as Teaching Across Specialisations (TAS) (Hobbs & Törner, 2014).
Teaching OOF is widespread internationally but its impact is under-researched. This may be related to the broader question of the decline in students choosing STEM subjects world-wide and fewer graduates in these subjects (Marginson et al, 2014). The international TAS Collective formed to identify and research the causes, the needs of teachers teaching OOF and subsequent consequences for schools and teachers (Hobbs, 2013; Hobbs & Törner, 2014). Teaching OOF is increasing, but available data are unreliable. Hobbs and Price (2014) cited the OECD average of about 18% of those teaching OOF.
A report by the TAS Collective focused on those teaching OOF in Mathematics and Science in Australia, Germany, the UK, Ireland and Korea. It raised questions about certification and specialisation requirements for teaching and the interplay between specialised knowledge and pedagogical knowledge (Hobbs & Törner, 2014). The reality of OOF teaching firstly requires that the phenomenon is acknowledged and the steps that may be taken to address the problem are identified. Hobbs (2014) suggested three possible approaches:
- Reducing the need for OOF teaching by increasing the supply in hard to staff areas in the longer term.
- Improving the quality of teachers currently teaching OOF in the short term through up-skilling.
- Increasing teacher readiness of teacher graduates to deal with the possibility of teaching OOF.
This paper is concerned with the second of these approaches and the development of effective PL programs which to the needs of the individuals concerned. This requires some understanding of their needs and the characteristics of effective PL.
Hobbs and Törner (2014) provided some limited examples from around the world of approaches taken to PL for those teaching OOF. Typically the research and evaluation conducted was scant and mostly concentrated on those teaching mathematics OOF with a concentration on content knowledge needed. There was no consideration of the broader question of what constitutes effective PL for OOF teachers.
The aim of this paper is to juxtapose these two models and develop a hybrid model for PL, combining the ideas of Hobbs (2013) and Garet et al. (2001), and then to determine its effectiveness as a way to design and evaluate a PL program for teachers teaching OOF. The research question is therefore: How can the BBF model inform the design of effective structural and core features of PL that meets the needs of teachers teaching OOF?
As illustrative of the hybrid model, the paper draws on methodological and ethical issues that arose during the a PL program for OOF mathematics and science teachers in Tasmania, Australia.
Method
Expected Outcomes
References
Akkerman, S. F. & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 8(2), 132–169. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F. & Yoon, K.S. (2001). What makes Professional development Effective? Results from a National Sample of Teachers. American Educational Research Journal, 38(4), 915-945. Hobbs, L. (2013). Teaching 'out-of-field' as a boundary-crossing event: Factors shaping teacher identity. International Journal of Science and Mathematics Education, 11(2), 271-297. Hobbs and Törner (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 from : https://www.uni-due.de/TAS Marginson, S. (2014). Price, A. and Hobbs L. (2014). In Hobbs and Törner (Eds.), 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 from : https://www.uni-due.de/TAS, pp. 10-13.
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