Below are a list of our TASB members recent publications in the areas of STEM and Teaching Out of Field
Book chapters
Hobbs, L., Quinn, F., & Speldewinde, C. (in press). Chicken wings and a deflated football: Metaphors of learning to teach science and mathematics out-of-field. In D. Geelan, K. Nichols, & C. McDonald (Eds), Simplicity and Complexity in Science Education. Springer.
Hobbs, L., & Törner, G. (Eds.) (2019). Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist. Springer. https://doi.org/10.1007/978-981-13-3366-8
Goos, M., Bennison, A., Quirke, S., O’Meara, M., & Vale, C. (2019). Developing professional knowledge, beliefs, and identities in non-specialist teachers of mathematics. In D. Patori (Ed.), International Handbook of Mathematics Teacher Education (Vol. 1, pp. 211-240). Sense Publishers. (ARC DP150102089 with Deakin, UNE & QUT). https://doi.org/10.1163/9789004418875_009
du Plessis, A., Hobbs, L., Luft, J., & Vale, C. (2019). The Out-of-field Teacher in Context: The impact of the school context and environment. In L. Hobbs & G. Törner (Eds.), Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist (Chapter 9, pp. 217-242). Springer. https://doi.org/10.1007/978-981-13-3366-8_9
Vale, C., & Drake, P. (2019). Attending to Out-of-field teaching: Implications of and for education policy. In L. Hobbs & G. Törner (Eds.), Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist. Springer. https://doi.org/10.1007/978-981-13-3366-8_8
Conferences
Hobbs, L., Campbell, C., Speldewinde, C., & Quinn, F. (2018). Teacher professional learning on the fly: Using metaphor to understand teacher learning when teaching out-of-field. Paper presented to the European Conference for Education Research Association, Bolzano, September 4-7, 2018.
Hobbs, L., Vale, C., Campbell, C. & Speldewinde, C. (2018). How systems generate, sustain and promote quality teaching despite the practice of assigning teachers to out-of-field teaching positions: A model for analysing system data. Paper presented at the 5th TAS Collective Symposium, September 2-3, 2018, Bolzano, Italy.
Hobbs, L. (2018). What can we do about teaching out-of-field? Mathematics and Science Education Research Seminar, 21 August 2018, University of Melbourne, Melbourne.
Hobbs, L., Campbell, C., Speldewinde, C., & Quinn, F., Whannell, R., Lyons, T. & Vale, C. (2018). Learning to teach out-of-field is like re-inflating a deflated football. Paper presented to the annual meeting of the Australasian Science Education Research Association, Gold Coast, 26-29 June, 2018.
Hobbs, L., Speldewinde, C., & Campbell, C. (2017). Learning to teach out-of-field: Positioning, Agency, Continuity and Expertise. ASERA Conference, July, 2017.
Speldewinde, C., Campbell, C., & Hobbs, L. (2017). The Changing Identity And Practice Of Early Career Teachers Who Teach Across Discipline Boundaries. ECER 2017
Hobbs, L., Campbell, C., Vale, C., Speldewinde, C., Quinn, F., Whannell, R., & Lyons, T. (2017). Capturing Change And Experience Through Metaphor: Understanding The Learning Journeys Of Out-Of-Field. Contemporary Approaches to Research Symposium, November 2017.
ECER Symposium for TAS Collective 2017
Quinn, F., Hally, L., Hobbs, L., Speldewinde, C., & Vale, C. (2016). Naught, sought but fraught: Tensions in Professional Development for science, IT and maths teachers teaching out-of-field in small rural schools in NSW, Australia. Paper presented at the XVII IOSTE SYMPOSIUM Science and Technology Education for a Peaceful and Equitable World, 11-16 July, 2016.
Vale, C. (2016). Out-of-field teaching as boundary crossing. In C. Csikos, A. Rausch & J. Szitanyi (Eds). Proceedings of the 40th conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 256), Szeged, Hungary.
Vale, C. (2016). Beliefs about mathematics and teaching mathematics when crossing boundaries to teach mathematics. In B. White, S. Trenholm & M. Chinnappan (Eds). Proceedings of 39th Annual Conference of MERGA, Adelaide, 03 Jul 2016 – 07 Jul 2016 (p. 293). Adelaide: MERGA.
Hobbs, L., & Campbell, C. (2015, January). Pre-service teachers’ perceptions of the support, challenges and opportunities associated with teaching out-of-field. In ATEE 2014 : Transitions in Teacher Education and Professional Identities, Association for Teacher Education in Europe, Brussels, Belgium, pp. 213-224
Kenny, J., Hobbs, L., Speldewinde, C., Jones, M., Campbell, C., Gilbert, A., Chittleborough, G., Herbert, S. and Redman, C. (2015). Establishing school university partnerships to teach science – Does what worked for us work for you?, in ESERA 2015: Proceedings of the 11th Conference for the Science Education Research Association: Engaging learners for a sustainable future, European Science Education Research Association, Helsinki, Finland, pp. 2029-2040
ECER Symposium for TAS Collective 2015
Journal Articles
Hobbs, L. (2020). Learning to teach science out-of-field: A spatial-temporal experience. Journal of Science Teacher Education. Published online 29 January 2020. https://doi.org/10.1080/1046560X.2020.1718315
Hobbs, L., & Quinn, F. (2020). Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time. European Journal of Teacher Education, https://doi.org/10.1080/02619768.2020.1806230
Vale, C., Campbell, C., & White, P. (2020). Secondary teachers crossing subject boundaries to teach mathematics out-of-field: Evolving practices and beliefs. Mathematics Education Research Journal, 32(2). https://doi.org/10.1007/s13394-020-00323-0
Vale, C., Campbell, C., Speldewinde, C., & White, P. (2019). Teaching across Subject Boundaries in STEM: Continuity in beliefs and practices. International Journal of Mathematics and Science Education, 18, 463-483. https://doi.org/10.1007/s10763-019-09983-2
Tytler, R., Symington, D., & Clark, J. C. (2017). Community-school collaborations in science: Towards improved outcomes through better understanding of boundary issues. International journal of science and mathematics education, 15(4), 643-661. https://doi.org/10.1007/s10763-015-9711-9
Campbell, C. (2016). Early childhood science exploration: A vehicle for inclusive practices. New Zealand Research in Early Childhood Education, 19, 1-11
Jones, M., Hobbs, L., Kenny, J., Campbell, C., Chittleborough, G., Gilbert, A., Herbert, S., & Redman, C. (2016). Successful university-school partnerships: An interpretive framework to inform partnership practice. Teaching and Teacher Education, 60, 108-120.
Vale, C., Widjaja, W., Herbert, S., Bragg, L. A., & Loong, E. Y. K. (2017). Mapping variation in children’s mathematical reasoning: the case of ‘what else belongs?’. International Journal of Science and Mathematics Education, 15(5), 873-894.