Becoming an In-Field Teacher in Israel: Motivations and Knowledge of Out-of-Field Science Teachers

Autor/inn/en	Donitsa-Schmidt, Smadar; Zuzovsky, Ruth; Topaz, Beverley
Titel	Becoming an In-Field Teacher in Israel: Motivations and Knowledge of Out-of-Field Science Teachers
Quelle	In: European Journal of Teacher Education, 44 (2021) 5, S.668-687 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1860008
Schlagwörter	Teacher Attitudes; Science Teachers; Science Instruction; Elementary School Teachers; Secondary School Teachers; Teacher Qualifications; Teacher Competencies; Faculty Development; Teacher Motivation; Profiles; Pedagogical Content Knowledge; Teacher Effectiveness; Self Efficacy; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Grundschule; Volksschule; Lehrqualifikation; Lehrkunst; Charakterisierung; Profilanalyse; Pädagogische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Ausland
Abstract	The present study focuses on forty out-of-field teachers who have been teaching science for a few years in primary or lower-secondary schools and entered a two-year professional development programme to qualify as in-field teachers. Our purpose was to uncover their reasons for teaching science without appropriate qualifications, their motivations to enrol in the programme, and the extent to which the programme enhanced their competencies as science teachers. Findings revealed two motivational profiles: an intrinsic one and a mixed one that combined intrinsic and extrinsic orientations. All the teachers admitted they had lacked the content knowledge and the pedagogical content knowledge required to teach science effectively. The programme contributed mainly to their disciplinary and pedagogical knowledge and to their self-efficacy. While some positive aspects of out-of-field teaching came up, measures should be taken to ensure that the limited knowledge of out-of-field teachers does not affect the quality of their teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01