Australian Journal of Teacher Education
Abstract
Out-of-field teaching occurs in schools and education systems worldwide. Early career teachers are more likely to be required to teach out-of-field and also to experience adverse effects from this experience, potentially contributing to workforce issues and teacher attrition. This mixed data Australian study reports on the perceptions of preservice teachers—emerging professionals—regarding issues associated with out-of-field teaching. Survey data were collected from 133 preservice teachers. Data were analysed with an initial layer of sentiment analysis followed by a thematic analysis of their perceptions of consequences for teachers, students, and schools/communities. Findings reveal that preservice teachers are very aware of the mostly negative consequences of out-of-field teaching. The practice has implications for initial teacher education, for policymakers seeking to address teacher workforce issues, and for school and system leaders managing a profession that is high stakes in relation to student outcomes and high stress in relation to professional demands.
Was this research funded?
Yes, research was funded
Recommended Citation
Wheeley, E., Klieve, H., Park, E., & Du Plessis, A. (2023). Preservice Teachers’ Perceptions About Out-of-Field Teaching: Implications for Students, Teachers and Schools. Australian Journal of Teacher Education, 48(4). https://doi.org/10.14221/1835-517X.5619