Abstract
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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Airaksinen, T., Halinen, I., & Linturi, H. (2017). Futuribles of learning 2030—Delphi supports the reform of the core curricula in Finland. European Journal of Futures Research, 5(2), 1–14.
Anderman, E. R., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64(2), 287–309.
Argyris, C., & Schön, D. (1974). Theory in practice: Increasing professional effectiveness. San Fransisco: Jossey-Bass.
Arnold, R. (2000). Middle years literature review including list of references. Retrieved January 10, 2007, from http://www.boardofstudies.nsw.edu.au.
Australian Government. (2011). Research skills for an innovative future. Canberra: Australian Government.
Ball, S., & Lacey, C. (1980). Subject disciplines as the opportunity for group action: A measured critique of subject sub-cultures. In P. Woods (Ed.), Teacher strategies: Explorations in the sociology of the school (pp. 149–177). London: Croom Helm.
Ball, B., Coles, A., Hewitt, D., Wilson, D., Jacques, L., Cross, K., et al. (2005). Talking about subject-specific pedagogy. For the Learning of Mathematics, 25(3), 32–36.
Ball, D. L., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554.
Banks, F., Leach, J., & Moon, B. (1999). New understandings of teachers’ pedagogic knowledge. In J. Leach & B. Moon (Eds.), Learners and pedagogy. London: Paul Chapman Publishing).
Beane, J. (1990). A middle school curriculum: From rhetoric to reality. Ohio: National Middle School Association.
Beane, J. (1995). Curriculum integration and the disciplines of knowledge. Phi Delta Kappan, 76(8), 616–622.
Becher, T. (1989). Academic tribes and territories. Bristol: Open University Press.
Beswick, K. (2007). Teachers’ beliefs that matter in secondary classrooms. Educational Studies in Mathematics, 65, 95–120.
Bransform, Brown, Cocking. (Eds.). (2000). How people learn: brain, mind, experience, and school. Washington, D.C.: National Academy Press.
Briggs, S. (2016). Traditional subjects: can we do without them? InformED. Retrieved May, 2017, from http://www.opencolleges.edu.au/informed/features/traditional-subjects-can-we-do-without-them/.
Crisan, C., & Rodd, M. (2011). Teachers of mathematics to mathematics teachers: A TDA mathematics development programme for teachers. British Society for Research into Learning Mathematics, 31(3), 29–34.
Crisan, C., & Rodd, M. (2014). Talking the talk…but walking the walk? How do non-specialist mathematics teachers come to see themselves as mathematics teachers? In L. Hobbs, & G. Törner (Eds.), Taking an International Perspective on Out-Of-Field Teaching: Proceedings and Agenda for Research and Action, 1st TAS Collective Symposium, 30–31 August 2014.
Crisan, C., & Rodd, M. (2017). Learning mathematics for teaching mathematics: Non-specialist teachers’ mathematics teacher identity. Mathematics Teacher Education and Development, 19(2), 104–122.
Cuoco, A., Goldenburg, P., & Mark, J. (1996). Habits of mind: An organizing principle for mathematics curricula. Journal of Mathematical Behavior, 15, 375–402.
Darby, L. (2005). Science students’ perceptions of engaging pedagogy. Research in Science Education, 35, 425–445.
Darby, L. (2010). Characterising secondary school teacher imperatives as Subject (Signature) pedagogies: A pedagogy of support in mathematics and a pedagogy of engagement in science. In S. Howard (Eds.), AARE 2010 Conference Proceedings. http://www.aare.edu.au/10pap/2499Darby.pdf.
Darby-Hobbs, L. (2013). Responding to a relevance imperative in school science and mathematics: Humanising the curriculum through story. Research in Science Education, 43(1), 77–97.
Dorfler, W., & McLone, R. R. (1986). Mathematics as a school subject. In B. Christianson, A. G. Howson, & M. Otte (Eds.), Perspectives on mathematics education (pp. 49–97). Dordrecht: D. Riedel Publishing Co.
Du Plessis, A. E., Carroll, A., & Gillies, R. M. (2015). Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices. Asia-Pacific Journal of Teacher Education, 43(1), 4–21. https://doi.org/10.1080/1359866X.2014.937393.
Gardner, H. (2001). An education for the future: The foundation of science and values. Retrieved June 22, 2004, from www.pz.harvard.edu/PIs/Ha_Amsterdam.htm.
Gardner, H. (2004). Discipline, understanding, and community. Journal of Curriculum Studies, 36(2), 233–236.
Goodson, I. (1993). School subjects and curriculum change (3rd ed.). Bristol: The Falmer Press.
Grossman, P. L., Stodolsky, S. S., & Knapp, M. S. (2004). Making subject matter part of the equation: The intersection of policy and content. Washington: Centre for the Study of Teaching and Policy.
Grundy, S. (1994). Reconstructing the curriculum of Australia’s schools: Cross curricular issues and practices. Occasional Paper No. 4. Belconnen: Australian Curriculum Students Association Inc.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London: Cassell.
Hill, P. W., Holmes-Smith, P., & Rowe, K. J. (1993). School and teacher effectiveness in Victoria: Keyfindings from Phase 1 of the Victorian Quality Schools Project. Centre for Applied Educational Research: The University of Melbourne Institute of Education.
Hobbs, L. (2012). Examining the aesthetic dimensions of teaching: Relationships between teacher knowledge, identity and passion. Teaching and Teacher Education, 28, 718–727.
Hobbs, L. (2013). Teaching ’out-of-field’ as a boundary-crossing event: Factors shaping teacher identity. International Journal of Science and Mathematics Education, 11(2), 271–297.
Ingvarson, L., Beavis, A., Bishop, A., Peck, R., & Elsworth, G. (2004). Investigation of effective mathematics teaching and learning in Australian secondary schools. Canberra: Australian Council for Educational Research.
Jones, G. (2004). The impact of 20 years of research. In B. Perry, G. Anthony, & C. Diezmann (Eds.), Research in mathematics education in Australasia (pp. 2000–2003). Flaxton, Qld: Post Pressed.
Kipperman, D., & Sanders, M. (2007). Mind not the gap… take a risk: Interdisciplinary approaches to the science, technology, engineering & mathematics education agenda. In D. Barlex (Ed.), Design & technology for the next generation: A collection of provocative pieces. Whitchurch: Cliffeco Communications.
LaPorte, J., & Sanders, M. (1995). Technology, science, mathematics integration. In E. Martin (Ed.), Foundations of technology education: Yearbook #44 of the council on technology teacher education. Peoria, IL: Glencoe/McGraw-Hill.
Lemke, J. L. (2002). Science and experience. In C. S. Wallace & W. Louden (Eds.), Dilemmas of science teaching: Perspectives on problems of practice (pp. 30–33). London: RoutledgeFalmer.
Little, J. W. (1993). Professional community in comprehensive high schools: The two worlds of academic and vocational teachers. In J. W. Little & M. W. McLaughlin (Eds.), Teachers’ work: Individuals, colleagues, and contexts (pp. 137–163). New York: Teachers College Press.
Luft, J. (2008). The impact of subject-specific induction programs: The example of science induction programs. Paper presented at the Annual meeting of the American Educational Research Association, New York, NY, March 24–28, 2008.
MacNamara, D. (1991). Subject knowledge and its application: Problems and possibilities for teacher educators. Journal of Education for Teaching, 17(2), 113–128.
Matters, G. (2001). The relationship between assessment and curriculum in improving teaching and learning. Paper presented at the Annual Conference for Australasian Curriculum Assessment and Certification Authorities, Sydney, July 2001.
McGarr, O., & Lynch, R. (2015). Monopolising the STEM agenda in second-level schools: Exploring power relations and subject subcultures. International Journal of Technology Design Education. https://doi.org/10.1007/s10798-015-9333-0.
Mousa, R. M. (2016). Mathematics teachers’ readiness and attitudes toward implementing integrated STEM education in Saudi Arabia: A mixed methods study. Unpublished Doctoral thesis, Southern Illinois University at Carbondale, Ann Arbour.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
National Curriculum Board. (2008). National mathematics curriculum: Framing paper. Retrieved November 30, 2008, from http://www.ncb.org.au/our_work/preparing_for_2009.html.
OfStEd. (2008) Mathematics: Understanding the score. Retrieved May 10, 2017, from http://www.ofsted.gov.uk/resources/mathematics-understanding-score.
Reys, R. E. (2001). Curricular controversy in the math wars: A battle without winners. Phi Delta Kappan, 255–258.
Schein, E. (1992). Organizational culture and leadership (2nd ed.). San Fransisco: Jossey-Bass.
Schoenfeld, A. H. (2004). Multiple learning communities: Students, teachers, instructional designers, and researchers. Journal of Curriculum Studies, 36(2), 237–255.
Schwab, J. J. (1969). College curricula and student protest. Chicago: University of Chicago Press.
Sherin, M. G., Mendez, E. P., & Louis, D. A. (2004). A discipline apart: The challenge of ‘Fostering a Community of Learners’ in mathematics classrooms. Journal of Curriculum Studies, 36(2), 207–232.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Shulman, L. S., & Quinlan, K. (1996). The comparative psychology of school subjects. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 399–422). New York: Macmillan Pub.
Shulman, L. S., & Sherin, M. G. (2004). Fostering communities of teachers as learners: Disciplinary perspectives. Journal of Curriculum Studies, 62(2), 135–140.
Siskin, L. S. (1994). Realms of knowledge: Academic departments in secondary schools. London: The Falmer Press.
Sizer, T. (1994). Horace’s hope: What works for the American high school. Boston: Houghton Miffin.
Stacey, K. (2003). The need to increase attention to mathematical reasoning. In H. Hollingsworth, J. Lokan, & B. McCrae (Eds.), Teaching mathematics in Australia: Results from the TIMSS 1999 Video Study (pp. 119–122). Camberwell, Vic.: Australian Council of Educational Research.
Stanley, W. B., & Brickhouse, N. W. (2001). Teaching sciences: The multicultural question revisited. Science Education, 85(1), 35–49.
Stodolsky, S. S. (1988). The subject matters: Classroom activity in mathematics and social studies. Chicago: University of Chicago Press.
Stodolsky, S. S., & Grossman, P. L. (1995). The impact of subject matter on curricular activity: An analysis of five academic subjects. American Educational Research Journal, 32, 227–249.
Sullivan, P. (2003). Knowledge for teaching mathematics: An introduction. In P. Sullivan & T. Wood (Eds.), Knowledge and beliefs in mathematics teaching and teaching development (pp. 1–9). Rotterdam: Sense Publishers.
Teacher Development Agency. (2011). Join the free Return to Teaching (RTT) Programme. Retrieved December 3, 2011, from http://www.tda.gov.uk/teacher/returning-to-teaching/ske-for-returners.aspx.
Tytler, R., Smith, R., Grover, P., & Brown, S. (1999). A comparison of professional development models for teachers of primary mathematics and science. Asia Pacific Journal of Teacher Education, 27(3), 193–214.
Tytler, R., Malcolm, C., Symington, D., Kirkwood, V., & Darby, L. (2008). SiMERR Victoria research report: Professional development provision for teachers of science and mathematics in rural and regional Victoria. Geelong: Deakin University.
van Manen, M. (1982). Phenomenological pedagogy. Curriculum Inquiry, 12(3), 283–299.
West, M. (2012). STEM Education and the workforce. Office of the Chief Scientist, Occasional Series. Canberra: Australian Government.
Williams, G. (2005). Improving intellectual and affective quality in mathematics lessons: How autonomy and spontaneity enable creative and insightful thinking. Unpublished Doctoral thesis, University of Melbourne, Melbourne.
Wilson, M. S., Shulman, L. S., & Richert, A. E. (1987). 150 Different ways’ of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104–124). London: Cassell Educational Limited.
Yager, R. E. (1996). Science/Technology/Society as reform in science education. Albany: SUNY Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Crisan, C., Hobbs, L. (2019). Subject-Specific Demands of Teaching: Implications for Out-of-Field Teachers. 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_6
Download citation
DOI: https://doi.org/10.1007/978-981-13-3366-8_6
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-3365-1
Online ISBN: 978-981-13-3366-8
eBook Packages: EducationEducation (R0)