A framework of subject-specific expertise for out-of-field teachers: Translated for Science and English

Abstract

While teaching is a learning profession, learning to teach out-of-field (OOF) places subject-specific demands on teacher knowledge, practice and identity. Using Shulman's ‘signature pedagogies,’ we examine what OOF teachers need to know (thinking), do (performing), and be (identity). Through collaborative research, nine teacher educators from various disciplines identified pertinent themes leading to a framework of subject-specific expertise. The framework invites dialogue on relationships between subject-specific teacher identity and the four salient features of specialist teaching: inquiring, knowing, connecting, and pedagogical imperatives. The framework can support professional learning for OOF teachers and set a foundation for further research into this phenomenon.