In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-Field or Out-of-Field

Autor/inn/en	Napier, Jessica B.; Luft, Julie A.; Singh, Harleen
Titel	In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-Field or Out-of-Field
Quelle	In: Journal of Science Teacher Education, 31 (2020) 7, S.802-820 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Napier, Jessica B.) ORCID (Luft, Julie A.) ORCID (Singh, Harleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1800195
Schlagwörter	Beginning Teachers; Science Teachers; Teacher Qualifications; Concept Teaching; Science Instruction; Physical Sciences; Risk; Outcomes of Education; Teacher Effectiveness; Secondary School Teachers + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Natural sciences; Naturwissenschaften; Naturwissenschaft; Risiko; Lernleistung; Schulerfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact in the development of their instruction. This study explored the classroom instruction of 17 newly hired teachers who were teaching both in-field and out-of-field in the physical sciences during their first three years. Data were collected from the teachers that consisted of four yearly observations of their instruction (a total of 12 observations), yearly interviews about their experiences (four total), and monthly interviews pertaining to their instruction (eight each year, for a total of 24). Narratives were constructed for each teacher that depicted their instruction over time, with reference to their teaching in-field or out-of-field subjects. The narratives were compared to one another to determine how their classroom instruction was shaped by teaching in-field or out-of-field. The findings of the study revealed that teaching out-of-field during the first year was an additional instructional challenge, which compounded the already difficult first few years of teaching. In addition, the findings revealed that out-of-field teaching resulted in isolated instructional scientific practices--regardless of the years of experience. These findings suggest that newly hired science teachers teaching out-of-field are more at risk of not cultivating their science instruction than are their in-field counterparts. The results of this study indicate that more research is needed about out-of-field teaching in science subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01