Prevalence and predictors of out‐of‐field teaching in the first five years
Prevalence and predictors of out‐of‐field teaching in the first five years
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前五年外出教学的流行率和预测因素
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Richard J. Ross
中科院分区：
文献类型：
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作者：
Ryan S. Nixon;J. Luft;Richard J. Ross
许多新的科学教师被分配到教他们没有准备的科目，这种做法被称为场外（OOF）教学。开放式教学已经被证明会对教学产生负面影响，制约教师的发展。在这项研究中，我们探讨了在何种程度上新的中学科学教师被分配OOF在他们的第一个5年。这一纵向数据集的分析表明，这些任务是常见的。虽然新的科学教师被分配到教各种科目在他们的第一个5年的教学，他们没有分配更多或更少的OOF课程随着时间的推移。此外，结果表明，在某些情况下，教师更有可能比其他人被分配到教OOF。即使美国的联邦立法试图消除OOF教学，很大一部分新的中学科学教师被分配到教科学学科，他们没有充分的准备。基于本研究的结果，值得探讨消除OOF教学的政策途径。政策制定者、管理者和教师教育者应该寻求提供支持，比如为被分配到OOF的新教师设计的科学特定的入门课程，科学教师教育者应该为未来的教师教授多个科学学科做好准备。© 2017 Wiley Periodicals，Inc. J Res Sci Teach 54：1197-1218，2017
Many new science teachers are assigned to teach subjects in which they have not been prepared, a practice referred to as out-of-field (OOF) teaching. Teaching OOF has been shown to negatively influence instruction and constrain teachers’ development. In this study, we explored the extent to which new secondary science teachers were assigned OOF across their first 5 years. Analysis of this longitudinal data set indicated that these assignments were common. While new science teachers were assigned to teach a variety of subjects over their first 5 years of teaching, they were not assigned more or fewer OOF courses over time. Furthermore, results indicated that teachers in certain situations are more likely than others to be assigned to teach OOF. Even with federal legislation in the United States seeking to eliminate OOF teaching, a large portion of new secondary science teachers are assigned to teach science disciplines for which they are inadequately prepared. Based on the findings of this study, it is worth exploring policy avenues that eliminate OOF teaching. Policymakers, administrators, and teacher educators should seek to provide supports, such as science-specific induction programs designed for new teachers who are assigned OOF, and science teacher educators should prepare prospective teachers to teach multiple science disciplines. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1197–1218, 2017