The out-of-field phenomenon: Perceptive consequences and Support Needs Through the Lens of graduating second career preservice teachers

Authors

  • Anna Elizabeth Du Plessis University of New England, Australia
  • Elizabeth Wheeley Griffith University, Australia
  • Helen Klieve Griffith University, Australia
  • Dmitri K Gramotnev Research and Data Analysis Centre, Australia
  • Galina Gramotnev Research and Data Analysis Centre, Australia
  • Eunjae Park Griffith University, Australia

DOI:

https://doi.org/10.53761/1.20.01.09

Keywords:

second career graduating teachers, knowledge, out-of-field teaching, developing preservice teachers’ practice preparedness, self-efficacy, support

Abstract

Second career preservice teachers’ perceptions about the out-of-field teaching phenomenon might influence career decisions, such as retention and attrition. A target group of 133 second career graduating Master of Teaching students voluntarily participated in this mixed method study which offered findings through analysed open and Likert-scale questions and semi-structured interview data. The pilot offers new information about second career preservice teachers’ perceptions about their possible involvement in out-of-field teaching practices and the phenomenon’s implications for capabilities, skills knowledge, self-efficacy, support needs and professional identity. A critical reflection on quality teaching and teacher training programs, and preparation for the teaching profession form the foundation for further research in this field. The analyses further stimulate a deeper understanding of the future second career teaching workforce and perceptions of support resources.

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Published

2023-01-01

Issue

Section

Articles

How to Cite

The out-of-field phenomenon: Perceptive consequences and Support Needs Through the Lens of graduating second career preservice teachers. (2023). Journal of University Teaching and Learning Practice, 20(1). https://doi.org/10.53761/1.20.01.09