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Teacher Learning and Continuous Professional Development

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Examining the Phenomenon of “Teaching Out-of-field”

Abstract

This chapter discusses teacher learning and professional development of out-of-field teachers from the point of view of the literature. It examines what makes this kind of learning and development effective and explores the ideas surrounding the varying rationale for the introduction of such teacher learning and professional development opportunities. Classical approaches to professional development are discussed in addition to several emerging international models of professional development that are currently being employed in the Republic of Ireland, England and Australia for in-service out-of-field teachers of mathematics predominantly but also a range of other subject disciplines (in the case of South Korea). Details of the structure of each of the models of professional development for in-service teachers are outlined using a country case study approach. Comparisons are made between the techniques employed in each country to upskill out-of-field teachers in specific disciplines. This chapter also proposes an international framework for teacher learning and professional development for out-of-field teachers that encompasses the best aspects of each country’s approach.

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Notes

  1. 1.

    The European Credit Transfer and Accumulation System (ECTS) is an academic credit system based on the estimated student workload required to achieve the objectives and learning outcomes of a module or programme of study (Trinity College Dublin 2016).

  2. 2.

    Science, ICT and Mathematics Education for Regional and Rural.

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Author information

Authors and Affiliations

  1. Dublin Institute of Technology, Dublin, Ireland

    Fiona Faulkner

  2. University of Tasmania, Launceston, Australia

    John Kenny

  3. Deakin University, Geelong, Australia

    Coral Campbell

  4. UCL Institute of Education, London, England

    Cosette Crisan

Authors
  1. Fiona Faulkner
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  2. John Kenny
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  3. Coral Campbell
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  4. Cosette Crisan
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Corresponding author

Correspondence to Fiona Faulkner .

Editor information

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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Faulkner, F., Kenny, J., Campbell, C., Crisan, C. (2019). Teacher Learning and Continuous Professional Development. 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_11

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  • DOI: https://doi.org/10.1007/978-981-13-3366-8_11

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-3365-1

  • Online ISBN: 978-981-13-3366-8

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