Back to Search
Start Over
Profiling the status of out-of-field teaching in Western Australia: graduate teacher and principal perspectives.
- Source :
-
Asia-Pacific Journal of Teacher Education . Jun2024, Vol. 52 Issue 3, p366-388. 23p. - Publication Year :
- 2024
-
Abstract
- This paper shows how system-level data can generate useful insights into the profile of first-year graduates who are teaching out-of-field (OOF). Understanding in-school demand and impacts on first-year graduates teaching OOF is important, especially when the first years of teaching are complex, busy, and involve a steep learning curve. A mixed methods sequential explanatory design was used to generate qualitative and quantitative data collected from teacher and principal surveys. This study establishes the prevalence of OOF teaching amongst first-year graduates in Western Australian public schools and develops a profile of their OOF experiences and support needs based on their perceptions and their principals' perceptions. This study details the supports that will make a difference to teachers' capability, in particular a reduction in load where the OOF teaching workload is high, and access to formal subject-specific mentoring, both noted in research as important support mechanisms. This paper provokes new research questions, highlights areas for further research, and establishes the need for more large-scale datasets and longitudinal studies to examine change over time and the enduring effects of OOF teaching, both in relation to transitions into teaching, as teachers learn on-the-job, and when teachers undertake formal professional development programmes or courses. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 1359866X
- Volume :
- 52
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Asia-Pacific Journal of Teacher Education
- Publication Type :
- Academic Journal
- Accession number :
- 177318759
- Full Text :
- https://doi.org/10.1080/1359866X.2024.2326878