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Subject specific demands of teaching: Implications for out-of-field teachers

Crisan, C; Hobbs, L; (2019) Subject specific demands of teaching: Implications for out-of-field teachers. In: Hobbs, L and Torner, G, (eds.) Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist. (pp. 151-178). Springer: Cham, Switzerland.

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Abstract

This chapter provides a framework for thinking about the subject-specific nature of teaching in terms of the knowledge, modes of inquiry and discursive practices that delineate one subject from another in the traditional school curriculum. The chapter will explore how these disciplinary traits are translated into teaching as curriculum, knowledge and pedagogy, and how this subject-specificity of teaching is juxtaposed against the more generic aspects of teaching. The chapter explores the idea that if a teacher’s expertise can be situated within a field, then they can also be positioned out-of-field. Implications for teaching out-of-field are discussed in terms of the subject-specific knowledge, processes and skills, and the difficulties associated with teacher practice. English and Australian illustrations of teacher practices from in-field and out-of-field situations are provided, in particular highlighting the demands of moving across subject boundaries. Cross-fertilisation is especially evident when subjects are integrated, therefore, the issues associated with integrated curriculum are discussed where the traditional subject boundaries are being challenged as schools are reorganised to integrate subjects through, for example, STEM teaching, or holistic curriculum designs.

Type: Book chapter
Title: Subject specific demands of teaching: Implications for out-of-field teachers
ISBN-13: 978-981-13-3365-1
DOI: 10.1007/978-981-13-3366-8
Publisher version: https://www.springer.com/in/book/9789811333651
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Subject-specific knowledge for teaching - Modes of inquiry - Subject boundaries - Generic descriptions of pedagogy
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1574233
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