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Wando Mount Pleasant Library
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Village Library
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Profiling the Status of Out-of-Field Teaching in Western Australia: Graduate Teacher and Principal Perspectives
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- Author(s): Janine E. Wyatt (ORCID
Janine E. Wyatt (ORCID 0000-0003-1519-3899 ); Linda Hobbs (ORCIDLinda Hobbs (ORCID 0000-0002-6898-8495 )- Language:
English- Source:
Asia-Pacific Journal of Teacher Education. 2024 52(3):366-388.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 23
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/1359866X.2024.2326878
- ISSN: 1359-866X
1469-2945 - Abstract: This paper shows how system-level data can generate useful insights into the profile of first-year graduates who are teaching out-of-field (OOF). Understanding in-school demand and impacts on first-year graduates teaching OOF is important, especially when the first years of teaching are complex, busy, and involve a steep learning curve. A mixed methods sequential explanatory design was used to generate qualitative and quantitative data collected from teacher and principal surveys. This study establishes the prevalence of OOF teaching amongst first-year graduates in Western Australian public schools and develops a profile of their OOF experiences and support needs based on their perceptions and their principals' perceptions. This study details the supports that will make a difference to teachers' capability, in particular a reduction in load where the OOF teaching workload is high, and access to formal subject-specific mentoring, both noted in research as important support mechanisms. This paper provokes new research questions, highlights areas for further research, and establishes the need for more large-scale datasets and longitudinal studies to examine change over time and the enduring effects of OOF teaching, both in relation to transitions into teaching, as teachers learn on-the-job, and when teachers undertake formal professional development programmes or courses.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1424847
- Availability:
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