Learning Process In The Out-Of-Field Teaching Phenomenon: Literature Review

Content knowledge and pedagogical content knowledge provide only part of the picture and that it is only when we look at teacher identity that we can understand how teachers stand in relation to mathematics and mathematics education. The students are on the receiving end of decisions about out-of-field teaching. Affected can be student learning outcomes and achievement, and students’ engagement with and attitudes towards the subject. Doubts arise about out-of-field teachers’ abilities to create inclusive learning environments and a lack of preparedness to accommodate the learning needs of all students. These difficulties arise as teaching practices are not informed by strong disciplinary and subject knowledge.

Dee and Cohodes (2008) claimed in their studies that students achieve remarkable results when taught by a qualified subject-specific teacher compared to those who were mentored by out-of-field teachers; a reason for these out-of-field teachers to have little confidence in their abilities. Hobbs (2012) and Plessis et al. (2014) are the primary researchers to have found the similar characteristics of out-of-field teachers. 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. In every country, there are key stakeholders who have an interest in teachers’ suitability for teaching particular subjects. Governments, school leaders, teachers, students, the broader school community, the teaching profession generally, higher education and providers of teacher learning, and subject associations and Learned (discipline) societies relating to the individual subjects, all stand to influence, be influenced by, or to have a potential voice in who is teaching what and the effect of decision making. While certification or qualifications do not necessary guarantee that a teacher will be an effective teacher, they are our best means by which we can ensure teachers have been exposed to and hopefully engaged with the requisite theory and knowledge needed to be an effective teacher. Pwede ito ending pero paraphrase pa.