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Out-of-Field Teaching Across Teaching Disciplines and Contexts
Value-Lost: The Hidden Cost of Teacher Misassignment
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Author(s):
James P. Van Overschelde
Publication date
(Online):
February 18 2022
Publisher:
Springer Nature Singapore
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Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis
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Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
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Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement
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Contributors
James P. Van Overschelde:
(View ORCID Profile)
Book Chapter
Publication date (Print):
2022
Publication date (Online):
February 18 2022
Pages
: 49-70
DOI:
10.1007/978-981-16-9328-1_3
SO-VID:
dbc9a628-a610-46c0-8600-f6a44ff65add
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Book chapters
pp. 3
Challenging the Representations and Assumptions of Out-of-Field Teaching
pp. 23
Defining Teaching Out-of-Field: An Imperative for Research, Policy and Practice
pp. 49
Value-Lost: The Hidden Cost of Teacher Misassignment
pp. 71
‘Out-of-Field’ Teaching in Mathematics: Australian Evidence from PISA 2015
pp. 99
Understanding the Complexity of Science Teachers’ Lived Experience as They Navigate Two Out-of-Field Areas: Implications and Possibilities
pp. 117
Teaching English Out-of-Field in Primary School: Differences in Professional Characteristics and Effects on Self-Assessed Instructional Quality
pp. 135
Out-of-Field Teaching Between Relationship Work and Subject Principle in Primary Schools: Insights into a Qualitative-Reconstructive Documentary Method Study
pp. 153
Maths, History, God, Knitting and Me: A Reflexive Bricolage of Identity
pp. 175
First-Year Out-of-Field Teachers: Support Mechanisms, Satisfaction and Retention
pp. 191
Collaborative Content Representation Design to Support Out-of-field Teachers’ Pedagogical Content Knowledge in Science
pp. 221
‘Teaching Was not in My Head’: Narratives from Lateral Entrants of Their Experienced Biographical Transition into the Teaching Profession in Germany
pp. 241
Eliminating the Fear of Getting ‘Caught Out’: An Examination of the Development of Out-of-Field Mathematics Teachers’ Professional Self-Understanding
pp. 261
Transitioning into the Profession with an Out-of-Field Teaching Load
pp. 285
Neither Fully ‘In’, Nor Completely ‘Out’ of the Field: The Case of Teaching Mathematics as a Second Subject in Poland
pp. 311
Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers
pp. 333
Elementary School-Appropriate and Algebraic Solutions of Out-of-Field Teachers and Pre-service Teachers in Comparison
pp. 353
Teaching Mathematics Out-of-Field: What Knowledge Matters?
pp. 367
Researching the Phenomenon of ‘Teaching Out-of-Field’: Synthesis and Future Directions
pp. C1
Correction to: ‘Out-of-Field’ Teaching in Mathematics: Australian Evidence from PISA 2015
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