14 research outputs found
Subject specific demands of teaching: Implications for out-of-field teachers
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