Exploring the association between non-specialised science teacher rates and student science literacy
An analysis of Pisa data across 18 nations
Bibliographic Data
| ID | 21589552 |
|---|---|
| Authors | Barbara Hanfstingl (0000-0002-2458-7585, University of Klagenfurt, corresponding author), Timo Gnambs (0000-0002-6984-1276, Leibniz Institute for Educational Trajectories), Raphaela Porsch (0000-0002-1548-3776, Department of Education, Vocation and Media, University of Magdeburg, Magdeburg, Germany), Nina Jude (0000-0001-6755-0435, Institute of Educational Science, University of Heidelberg, Heidelberg, Germany) |
| Year | 2024 |
| Volume | 46 |
| Issue | 9 |
| Pages | 874-892 |
| Publication date | 2024-06-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2262729 |
| OpenAlex | W4387876194 |
| Language | EN |
| Citations received | 2 |
| References cited | 53 |
Out-of-field teaching is viewed as inferior to subject-specific instruction, but its impact on student outcomes varies depending on the criteria used for evaluation. The present study investigated the consequences of out-of-field teaching in science on different student outcomes on an international scale. Analyses were based on the sixth cycle of PISA data, using a subsample of N = 128,438 students (51% girls) and N = 27,819 teachers (44% women) from 4,037 schools in 18 countries. Results show that higher specialised science teachers rates in schools were linked to improved scientific literacy and students enjoyment. Science teachers with specialised science training in a school were associated with higher science competencies in students, while the impact on the enjoyment of science was smaller. However, the share of specialised teachers was not associated with students’ self-efficacy or perceived teaching practices. The findings suggest that specialised teachers are critical in positively influencing students’ literacy and enjoyment. Moreover, it informs policymakers and school administrators about the need to prioritise hiring specialised science teachers to improve the overall quality of science education. Further research is needed to understand how specialised teachers affect student outcomes and to identify other factors impacting science literacy
Literacy · Mathematics education · Pedagogy · Science education · Scientific Literacy · Sociology · Education Systems and Policy · Educational Assessment and Pedagogy · Psychology · School Choice and Performance
Value-Lost
Challenging the Representations and Assumptions of Out-of-Field Teaching
Pisa 2018 Assessment and Analytical Framework
Pisa 2015 Results (Volume I)
Effects of Learning Skills Interventions on Student Learning
Sources of science self-efficacy beliefs of middle school students
Self-efficacy in the prediction of academic performance and perceived career options.
The measure of socio-economic status in Pisa
A Generalized Partial Credit Model
Student engagement with science in early adolescence
Subject area preparation of secondary mathematics and science teachers and student achievement
Weighted Likelihood Estimation of Ability in Item Response Theory
Mice
Fitting Linear Mixed-Effects Models Using lme4
Hierarchical linear models
Mediating effect of sense of belonging on the relationship between teacher support and science literacy
Exploring the relationships of citizens’ scientific interest and self-understanding to their learning enjoyment and self-efficacy in science
The mediating–moderating model of inquiry-based learning and science self-efficacy
Patterns of inquiry-based science instruction and student science achievement in Pisa 2015
Student and school-level factors to predict science literacy for two top-performing countries in Pisa 2015
Science Education in the Era of a Pandemic
Supporting science teachers teaching outside specialism
Do teaching practices and enjoyment of science matter to science achievement
Multiple Imputation for Nonresponse in Surveys
A systematic review of climate change education
Hot-headed” students? Scientific literacy, perceptions and awareness of climate change in 15-year olds across 54 countries
Interpreting Effect Sizes of Education Interventions
What can be learned from growth mindset controversies
Creating the Conditions for Scientific Literacy
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |