“Professional development and Learning of teachers teaching out-of-field”

A Special Issue of the journal “Professional Development in Education”

Guest Editors will be Lewes Peddell and Linda Hobbs

Vol. 52 Issue 05  2026

Call for papers:

We invite submissions of articles for a Special Issue of Professional Development in Education focusing on the professional development and learning of teachers teaching out-of-field (OOF).

Find out more about the Special Issue HERE

Rationale

Teaching “out-of-field” (or non-specialist teaching) is a worldwide phenomenon where teachers are teaching subjects, year levels or schooling phases for which they have inadequate training and qualifications (Ingersoll, 2019). The ‘out-of-field phenomenon’ arises due to systemic teacher shortages, unequal teacher distribution, and school scheduling issues. The recent challenges in the teacher workforce, especially after the disruption of COVID-19, are leading to desperate measures to get teachers in front of classes, resulting in an increasing reliance on OOF teaching. Addressing OOF teaching through professional development and teacher education is vital for workforce planning.

Teacher learning, professional development, and ongoing professional learning are critical to a teaching profession continually adapting and changing to educational and societal forces. Within this context, teachers, including those teaching or about to teach out-of-field, need to upgrade or learn new content knowledge and teaching approaches due to changes in teaching assignments, movement between schools, and the transition into teaching through the various pathways now available in many jurisdictions. Such pathways include substitute teaching, with these teachers often instructing subjects beyond their expertise and facing challenges accessing professional development due to school funding constraints, perceived lower status, and a self-perceived lack of authority and voice stemming from their temporary and precarious employment conditions. Learning to teach out-of-field often places additional strain on teachers and has implications for teacher self-efficacy, professional identities, beliefs, and a sense of belonging. Therefore, additional support and professional development for out-of-field teachers becomes critical to maintain teaching quality.

While teaching out-of-field has become common in many countries, there are differences in how it is manifested, regarded, and responded to internationally. With increasing recognition and understanding of the problem, governments, subject associations, universities, and other stakeholder organisations are increasingly developing funding programs or initiatives to support out-of-field teachers across various subjects. Evidence-informed approaches to professional learning and development that support out-of-field teacher learning, well-being and effectiveness are critical. Specific examples and outcomes of interventions, innovative programs, and policy initiatives across different education systems are needed to shed light on out-of-field teachers’ professional development needs in different contexts and stages of their teaching careers.

Submission process

In the first instance, we require a structured abstract of 500 words by 04/04/25 to be emailed to the Special Issue editors: lewes.peddell@scu.edu.au, l.hobbs@deakin.edu.au and alex.pfe@btinternet.com. Please send one email to all three email addresses at the same time.

The structured abstract should include: 

• Purpose

• Design/methodology/approach

• Findings

• Originality

• Implications for research/policy/practice

Important: Please ensure that Professional Learning and Development is the focus of all submissions.

Successful abstracts will receive notification as soon as possible and no later than 1/07/25 and should be followed by submitting a full paper by 28/11/25 through the PDiE submission portal. As soon as papers are accepted for publication, they will be published online with a full printed Special Issue being published in October 2026.

What is the Special Issue about?

This Special Issue will draw on examples of innovative approaches to professional learning from a diverse range of global perspectives, showcasing how educators, schools, and systems are tackling the challenges associated with out-of-field teaching. This issue seeks to expand the conversation, reaching broader audiences and fostering critical, cross-systemic dialogues that inspire innovative, evidence-based solutions. The issue will focus on ongoing teacher learning and formal professional development. It will also consider how school culture influences learning opportunities, the balance of challenges and benefits, and leadership’s role in mitigating issues like teacher attrition. Additionally, the issue will examine the effectiveness of professional development initiatives, including certificate courses and other learning opportunities, assessing what works best for out-of-field teachers, whether their needs differ from those of in-field teachers, and the equity of access based on factors such as funding, location, and employment conditions.

The papers will explore key issues that underpin contemporary approaches to professional learning for out-of-field teachers, including:

• The relative effectiveness of different forms of professional development in shaping teacher expertise, identities, and external validation by peers and the system.

• Out-of-field teacher and school leadership motivations and attitudes towards professional development and their uptake of these opportunities.

• The design and outcomes of professional learning and development opportunities specifically for out-of-field teachers, including those who are substitute teachers.

• The relationships between teacher professional development and workforce challenges, such as teacher attraction and attrition, satisfaction, recruitment, and assignment.

• How universities prepare pre-service teachers for the realities of teaching out-of-field.

• Issues of equity in accessibility and diversity in professional development opportunities.

• The various learning opportunities that out-of-field teachers engage with as part of their ongoing professional development.

• Support structures for novice and graduate teachers teaching out-of-field, including induction, mentoring, and coaching programs.

• Government agency policies and their impact on out-of-field teaching and the associated needs for professional development.

 The papers will make an original contribution to the literature by offering diverse critical perspectives that push conceptual and/or methodological boundaries of the field to offer new theoretical and/or empirical insights that advance knowledge and understanding of issues related to the leadership of professional learning in education.

 Articles will be 7,500- 8,000 words in length including references and will adhere to the aims and scope of the Journal:

 https://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rjie20

 The normal language of submission and publication is English.

Please read the journal’s Aims and Scope before submitting (https://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rjie20)

 Contacts

• Questions relating to the journal editor of Professional Development in Education:
  Dr Alex Alexandrou: alex.pfe@btinternet.com                     

• Questions relating to the Special Issue Editors:
  Dr Lewes Peddell: lewes.peddell@scu.edu.au                  
  Professor Linda Hobbs: l.hobbs@deakin.edu.au