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Examining the Phenomenon of “Teaching Out-of-field” pp 179–191Cite as

Out-of-Field Teaching Affecting Students and Learning: What Is Known and Unknown

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Abstract

This chapter presents a review of empirical literature which has investigated the research relating to the association between teacher qualification to teach a subject and the quality of student outcomes. The studies reported mixed findings when investigating the hypothesis that qualified, in-field teachers obtain better student outcomes then unqualified, out-of-field teachers. It is proposed that the research relating to the out-of-field phenomenon is not sufficiently mature for definitive conclusions to be made. It is considered that the differences in definitional and methodological approaches being used need to be overcome. To produce an empirical base of sound evidence, future research would require a more sophisticated approach to defining out-of-field membership, based perhaps on a construct such as identity, and methodological techniques such as multilevel regression modelling on an appropriately sized dataset.

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Notes

  1. 1.

    Programme for International Student Assessment.

  2. 2.

    Trends in Mathematics and Science Study.

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Author information

Authors and Affiliations

  1. University of Münster, Münster, Germany

    Raphaela Porsch

  2. University of New England, Armidale, Australia

    Robert Whannell

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  1. Raphaela Porsch
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  2. Robert Whannell
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Correspondence to Raphaela Porsch .

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Editors and Affiliations

  1. Deakin University , Waurn Ponds, VIC, Australia

    Linda Hobbs

  2. University of Duisburg-Essen , Duisburg, Germany

    Günter Törner

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Porsch, R., Whannell, R. (2019). Out-of-Field Teaching Affecting Students and Learning: What Is Known and Unknown. In: Hobbs, L., Törner, G. (eds) Examining the Phenomenon of “Teaching Out-of-field”. Springer, Singapore. https://doi.org/10.1007/978-981-13-3366-8_7

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  • DOI: https://doi.org/10.1007/978-981-13-3366-8_7

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