Out-of-Field Teachers as Learners: Influences on Teacher Perceived Capacity and Enjoyment over Time

Autor/inn/en	Hobbs, Linda; Quinn, Frances
Titel	Out-of-Field Teachers as Learners: Influences on Teacher Perceived Capacity and Enjoyment over Time
Quelle	In: European Journal of Teacher Education, 44 (2021) 5, S.627-651 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hobbs, Linda) ORCID (Quinn, Frances)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1806230
Schlagwörter	Teacher Qualifications; Teacher Certification; Teacher Placement; Beginning Teachers; Secondary School Teachers; Influences; Teacher Attitudes; Faculty Development; Psychological Patterns; Teaching Experience; Teacher Competencies; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehrqualifikation; Junior teacher; Junglehrer; Influence; Einfluss; Einflussfaktor; Lehrerverhalten; Lehrkunst; Ausland; Australien
Abstract	Compared to their more experienced colleagues, novice teachers are more likely to experience burn-out and leave the profession. They are also more likely to be assigned out-of-field. This paper shines a light on the emotional and cognitive nature of what is involved for these teachers as they learn to teach out-of-field. Fortune lines technique was used by four novice secondary teachers to reflect on how their perceived capacity and enjoyment changed in their out-of-field and in-field teaching practice, and the influences that caused those changes. Analysis showed that teachers experienced more growth in capacity and enjoyment in their out-of-field contexts compared to in-field, but that their experience of learning was more disrupted. Twelve interconnected categories of influence were identified, but teachers' unique experiences show that tailored support should be informed by an understanding of what factors corrode and enhance each teacher's perceived capacity and enjoyment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01