Out-of-Field Teaching Affecting Students and Learning: What Is Known and Unknown

Title
Out-of-Field Teaching Affecting Students and Learning: What Is Known and Unknown
Publication Date
2019
Author(s)
Porsch, Raphaela
Whannell, Robert
( author )
OrcID: https://orcid.org/0000-0003-2128-8229
Email: rwhannel@une.edu.au
UNE Id une-id:rwhannel
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_7
UNE publication id
une:1959.11/26308
Abstract
This chapter presents a review of empirical literature which has investigated the research relating to the association between teacher qualification to teach a subject and the quality of student outcomes. The studies reported mixed findings when investigating the hypothesis that qualified, in-field teachers obtain better student outcomes then unqualified, out-of-field teachers. It is proposed that the research relating to the out-of-field phenomenon is not sufficiently mature for definitive conclusions to be made. It is considered that the differences in definitional and methodological approaches being used need to be overcome. To produce an empirical base of sound evidence, future research would require a more sophisticated approach to defining out-of-field membership, based perhaps on a construct such as identity, and methodological techniques such as multilevel regression modelling on an appropriately sized dataset.
Link
Citation
Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist, p. 179-191
ISBN
9789811333651
9789811333668
9811333661
Start page
179
End page
191

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