Titlebook: Examining the Phenomenon of “Teaching Out-of-field”; International Perspe Linda Hobbs,Günter T?rner Book 2019 Springer Nature Singapore Pte

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Attending to Out-of-Field Teaching: Implications of and for Education Policyity within the education systems and jurisdictions for attending to the issue of teaching across specialisms, who is undertaking what actions, and what further steps are needed by the various policymakers and implementers to respond appropriately.

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Initial Teacher Education: Roles and Possibilities for Preparing Capable Teachershile teacher education programmes are not required to prepare teachers to teach out-of-field, they do have the challenge of preparing well-informed, capable teachers. Critical to our understanding of how to approach out-of-field teaching in initial teacher education is identifying the types of activ

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Teacher Learning and Continuous Professional Developmentn the techniques employed in each country to upskill out-of-field teachers in specific disciplines. This chapter also proposes an international framework for teacher learning and professional development for out-of-field teachers that encompasses the best aspects of each country’s approach.

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Teaching Out-of-Field as a Phenomenon and Research Problem and help to organise teachers around common commitments and expertise. What happens for teachers who find themselves teaching a subject or level or which they are not specialised? While we know about teaching out-of-field from practice and research, there is a need to share and learn from each othe

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Measuring Out-of-Field Teaching have inadequate training and qualifications. In the 1990s, this problem began to receive much attention and it became common for major education reports and studies to include indicators of out-of-field teaching in their assessments of educational systems. However, there are a large number of diffe

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