Supporting science teachers teaching outside specialism
Teachers’ views of a professional development programme
Bibliographic Data
| ID | 21496501 |
|---|---|
| Authors | Doreen Mizzi (University of Malta, corresponding author) |
| Year | 2021 |
| Volume | 44 |
| Issue | 5 |
| Pages | 706-725 |
| Publication date | 2021-10-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2020.1793951 |
| OpenAlex | W3046683345 |
| Language | EN |
| Citations received | 6 |
| References cited | 43 |
In Malta, most science teachers are likely to have a teaching degree level qualification in one science subject. When teaching science in the first two years of secondary school they will be teaching outside their area of science specialism, that is teaching a subject/s that was not studied at degree or Advanced level. A study was conducted to investigate how a group of science teachers, who are non-chemistry specialists, could be supported to teach chemistry topics by participating in a year-long professional development programme. Data were gathered through individual and focus group interviews. This paper focuses on the teachers' views of this programme and how it affected their views of teaching chemistry. After conducting experiments, discussing and planning lessons within a community of learners teachers felt better prepared to teach chemistry. This enabled them to change their views and expand their identity as a science teacher
Faculty Development · Focus group · Library science · Mathematics education · Pedagogy · Professional development · Science education · Sociology · Teaching method · Chemistry · Computer Science · Education and Technology Integration · Psychology · Science Education and Pedagogy · Teacher Education and Leadership Studies
Defining Teaching Out-of-Field
Professional development strategies of out-of-field STEAM teachers in Austrian middle schools
The identity trajectories of out-of-field mathematics teachers on a qualification upgrade programme
Exploring out-of-field teachers’ wellbeing profiles
Exploring the association between non-specialised science teacher rates and student science literacy
Factors Influencing Science Teachers' Professional Development
Contemporary Approaches to Teacher Professional Development
Policies That Support Professional Development in an Era of Reform
Inconvenient truths about teacher learning
Professional Development and Teacher Change
Teachers’ professional development
What Makes Professional Development Effective?
Reframing Professional Development Through Understanding Authentic Professional Learning
Identity development as a lens to science teacher preparation
Case Study Research
Effects of subject-matter knowledge in the teaching of biology and physics
Reconsidering research on teachers’ professional identity
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
What Makes Professional Development Effective? Results From a National Sample of Teachers
Using thematic analysis in psychology
Successful Qualitative Research
Improving Impact Studies of Teachers' Professional Development
Boundary Crossing and Boundary Objects
Distinguishing Models of Professional Development
| Unique citing works | 6 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |