Events
TAS Collective Symposia
We meet annually at a conference, often held immediately prior to or after the European Conference on Educational Research (ECER)
UNESCO-OOFTAS Conference
A joint venture of the OOFTAS Collective and UNESCO Teacher Education Centre in Shanghai, China.
2024 Hybrid Conference “STEM education and out-of-field teaching”
2023 Hybrid Conference “Teacher education and out-of-field teaching”
Australian 2021 National Summit on Teaching Out-of-field
Online, 21-23 October, 2021
Program and report accessible here: https://ooftas-collective.org/toofsummit
Projects
The OOF-TAS Collective collaborates to generate collations of research and analysis of teaching out-of-field.
OOFTAS Collective Book #3
Planning is underway for a new book (for 2024 or 2025) focused on implications for out-of-field teaching in various subjects: What we know from research
The editorial team is a mix of early career and mid career researchers from the Collective: Stephen Quirk (Ireland), Susan Caldis (Australia), Linda Hobbs (Australia) and Raphaela Porsch (Germany).
We are currently seeking Expressions of Interest to contribute to the book.
OOF-TAS Collective book #2
“Out-of-field teaching across the teaching disciplines and contexts”
Our edited book celebrates the research on out-of-field taking place by members of the OOFTAS Collective. The book is published by Springer:
Hobbs, L. & Porsch, R. (Eds) (2022). Out-of-field Teaching Across Teaching Disciplines and Contexts. Springer.
Accessible: https://link.springer.com/book/10.1007/978-981-16-9328-1
OOF-TAS Collective book #1
This book is now published:
Hobbs, L. & Törner, G. (Eds.) (2019). Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist. Dordrecht: Springer.
Accessible from: https://rd.springer.com/book/10.1007%2F978-981-13-3366-8.
Customers can order it via https://www.springer.com/in/book/9789811333651.
Special Issue #3
Professional development and learning of teachers teaching out-of-field (OOF).
Scheduled for 2026 in Professional Development in Education
Special Issue #2
European Journal of Teacher Education:
Volume 44, Issue 5 https://www.tandfonline.com/toc/cete20/44/5
Teaching out-of-field: Challenges for teacher education (editorial) Linda Hobbs & Raphaela Porsch https://doi.org/10.1080/02619768.2021.1985280
Becoming an in-field teacher in Israel: motivations and knowledge of out-of-field science teachers Smadar Donitsa-Schmidt, Ruth Zuzovsky & Beverley Topaz https://doi.org/10.1080/02619768.2020.1860008
Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time Linda Hobbs & Frances Quinn https://doi.org/10.1080/02619768.2020.1806230
Motivation of out-of-field teachers for participating in professional development courses in mathematics Steffen Lünne, Susanne Schnell & Rolf Biehler https://doi.org/10.1080/02619768.2020.1793950
Supporting science teachers teaching outside specialism: teachers’ views of a professional development programme Doreen Mizzi https://doi.org/10.1080/02619768.2020.1793951
The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching Harleen Singh, Julie A. Luft & Jessica B. Napier https://doi.org/10.1080/02619768.2021.1943660
Orientation framework of primary school teachers teaching mathematics out-of-field– insights into a qualitative-reconstructive documentary method study Judith Lagies https://doi.org/10.1080/02619768.2021.1915978
Special Issue #1
Journal of Science Teacher Education:
Volume 31, Issue 7 https://www.tandfonline.com/toc/uste20/31/7?nav=tocList
Out-of-Field Teaching in Science: An Overlooked Problem Julie A. Luft, Deborah Hanuscin, Linda Hobbs & Günter Törner https://doi.org/10.1080/1046560X.2020.1814052
Learning to Teach Science Out-of-Field: A Spatial-Temporal Experience Linda Hobbs https://doi.org/10.1080/1046560X.2020.1718315
Out-of-Field Teaching in Chemistry and Physics: An Empirical Census Study Keith Sheppard, Linda Padwa, Angela M. Kelly & Robert Krakehl https://doi.org/10.1080/1046560X.2019.1702268
National Trends in the Formal Content Preparation of US Science Teachers: Implications of Out-of-Field Teaching for Student Outcomes Joseph Taylor, Eric Banilower & Grant Clayton https://doi.org/10.1080/1046560X.2020.1762992
The Re-Novicing of Elementary Teachers in Science? Grade Level Reassignment and Teacher PCK Deborah L. Hanuscin, Zandra de Araujo, Dante Cisterna, Kelsey Lipsitz & Delinda van Garderen https://doi.org/10.1080/1046560X.2020.1778845
In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field Jessica B. Napier, Julie A. Luft & Harleen Singh https://doi.org/10.1080/1046560X.2020.1800195