The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching

ABSTRACT

This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding of science. Seventeen newly hired teachers teaching in and outside their field of expertise participated in the study. The data collected included semi-structured interviews and classroom observations of the teachers. The study’s findings showed that early career OOF physical science teachers exhibited less developed ePCK and showed more inconsistencies in their ePCK compared to their in-field counterparts. The findings also revealed that ePCK fluctuated for most teachers, representing the tentative nature of emerging ePCK. This study has implications for those who prepare and support newly hired teachers.

KEYWORDS:

• Pedagogical content knowledge
• out-of-field teaching
• secondary school teachers
• newly hired teachers
• physical science

Disclosure of potential conflicts of interest

The authors have no financial interest or benefit that has arisen from the direct applications of this research.

Additional information

Funding

This study was supported by National Science Foundation under Grant #1829626 and Grant #0550847. The findings, conclusions, or opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with the National Science Foundation.

Notes on contributors

Harleen Singh

Harleen Singh is Doctoral candidate at the University of Georgia, Athens, GA, USA. She is a former high school science teacher from India. Her experiences as an out-of-field (OOF) high school physics teacher have shaped her interest in studying the phenomenon of OOF teaching in science. Her current scholarship is focused on understanding the knowledge development and classroom practices of OOF science teachers. Orchid id: https://orcid.org/0000-0003-4491-1765

Julie A. Luft is a Distinguished Research Professor and Athletic Association Professor of Science and Mathematics Education in the Mary Francis Early College of Education at the University of Georgia, Athens, Georgia, USA. In the field of science education, she has held many national positions, published and presented her work nationally and internationally, and received awards for her research and teaching. Her current research interests are in the area of science teacher education with a focus on newly hired teachers of science and the process of their professional development. Orchid id: https://orcid.org/0000-0002-6867-4736.

Jessica Napier is an Educational Specialist student at the University of Georgia, Athens, GA, USA. She is also a classroom teacher who is involved with the professional development of OOF science teachers. Orchid id: https://orcid.org/0000-0002-9600-4326.