Teacher Practical Guidance:

In vs. Out of Field Teaching

Category: External

Rank Order

85

Effect Size

0.05

Achievement Gain %

2

How-To Strategies

How-To Resources

Link – ARTICLE (Research Outreach) Out-of-field teaching

References

Caldis, S, (2022) Transitioning into the profession with an out-of-field teaching load. In: Hobbs, L, Porsch, R, (eds) Out-of-field teaching across teaching disciplines and contexts. Springer, Singapore. doi.org/10.1007/978-981-16-9328-1_13

 

Caldis, S, (2022) ‘Overwhelmed’ and ‘underprepared’: the realities of out-of-field teaching in geography during a time of transition into the teaching profession. Geography Bulletin, 54(2).

 

Dee, Coahdes (July 2006). Out of field teachers & student achievement. Public Finance Review. # 34, 4. link

 

Dunst, Hamby, Howse, Wilkie, & Annas (2019). Metasynthesis of preservice professional preparation and teacher education research studies. Education sciences.

 

Hobbs, L, Du Plessis, AE, Oates, G, Caldis, S, et al, (2022) National summit on teaching out-of-field: Synthesis and recommendations for policy, practice and research. ooftas-collective.squarespace.com/s/TOOF-National-Summit-Report.doc

In vs. Out of Field Teaching

DEFINITION

In-field and out-of-field teaching describe whether a teacher’s assignment matches their formal preparation and certification. These terms are usually defined by licensure area, subject major, or endorsement.

 

DATA

  • 1 Meta Analysis Review

  • 65 Research studies

  • 6,400 Students in research

  • 2 Confidence level.

 

 

QUOTES

Out-of-field teaching is generally associated with lower student achievement, especially in core subjects and for historically underserved students. In contrast, having in-field, subject-certified teachers is linked to higher test scores and cumulative gains over time. link

 

 

Several analyses emphasize that the positive impact of in-field teaching on student achievement can be larger than many other teacher characteristics, such as general years of experience. As a result, policy reports highlight reducing out-of-field teaching as a key lever for improving educational equity and overall achievement. link