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Title: Out-of-Field Teaching Affecting Students and Learning: What Is Known and Unknown
Contributor(s): Porsch, Raphaela (author); Whannell, Robert  (author)orcid 
Publication Date: 2019
DOI: 10.1007/978-981-13-3366-8_7
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Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390307 Teacher education and professional development of educators
390305 Professional education and training
Socio-Economic Objective (SEO) 2008: 930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
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.
Publication Type: Book Chapter
Source of Publication: Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist, p. 179-191
Publisher: Springer
Place of Publication: Singapore
ISBN: 9789811333651
HERDC Category Description: B1 Chapter in a Scholarly Book
Editor: Editor(s): Linda Hobbs and Gunter Torner
Appears in Collections:Book Chapter
School of Education

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