Examining the Complexity of the Out-of-Field Teacher Experience Through Multiple Theoretical Lenses

Title
Examining the Complexity of the Out-of-Field Teacher Experience Through Multiple Theoretical Lenses
Publication Date
2019
Author(s)
Hobbs, Linda
du Plessis, Anna E
Quinn, Frances
( author )
OrcID: https://orcid.org/0000-0002-3144-3416
Email: fquinn@une.edu.au
UNE Id une-id:fquinn
Rochette, Emily
Editor
Editor(s): Linda Hobbs and Gunter Torner
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Springer
Place of publication
Singapore
Edition
1
DOI
10.1007/978-981-13-3366-8_4
UNE publication id
une:1959.11/26307
Abstract
This chapter will draw on and interrogate a range of theoretical approaches to examining teachers’ experiences of teaching across specialisations. Teaching is a complex work, but teaching a subject without the necessary background presents its own set of challenges, both practically in the classroom and personally for the teacher. Different theoretical perspectives highlight different aspects of the experience. Four theoretical perspectives will be explored for their emphasis on where the individual teacher is placed within and how they negotiate the intersection of their practice, sense of self and the social and cultural context. The four theoretical perspectives will include Positioning Theory, Cultural Historical Activity Theory, Boundary Crossing and Lived Experience. The chapter will use research from the authors to illustrate the explanatory power of these theories in understanding the experience of teaching across subjects.
Link
Citation
Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist, p. 87-128
ISBN
9789811333651
9789811333668
9811333661
Start page
87
End page
128

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