Citation

Out-of-field teaching in an international context: Cross-national comparisons from TALIS

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Abstract:

The phenomenon characterized as "out-of-field teaching" has long existed in American classrooms. Researchers have found that a substantial proportion of teachers are assigned to teach in subject matters that they have not been trained for (Ingersoll, 1999; NCES, 2002). Some research argues that out-of-field teaching is especially prevalent in decentralized education administration systems (Ingersoll, 2003). In such systems local authorities (schools and districts) have much greater discretionary power when making hiring decisions and lack supervision and monitoring to prevent hiring practices that may otherwise be less acceptable. Using the TALIS data, this paper looks at the out-of-field teaching phenomenon in other developed countries. The study aims to compare the spread of out-of-field teaching among countries and investigate how it is related to systemic characteristics. In each country, I will study the relationship between the level of out-of-field teaching and observable school characteristics such as school size, school level, and school resources. Then, using a multivariate model known as cluster analysis (Gan, Ma & Wu, 2007), I will group countries according to the level of prevalence of out-of-field teaching and compare country-level teacher hiring policies. Third, I test the hypothesis that the level of out-of-field teaching is related to level of administrative centralization across countries. By answering these questions, we expect to gain more knowledge on policies directly related to teacher assignment and deployment.

Author's Keywords:

out-of-field teaching, cross-national, TALIS
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493310_index.html
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MLA Citation:

Zhou, Yisu. "Out-of-field teaching in an international context: Cross-national comparisons from TALIS" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493310_index.html>

APA Citation:

Zhou, Y. "Out-of-field teaching in an international context: Cross-national comparisons from TALIS" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493310_index.html

Publication Type: Panel Paper
Abstract: The phenomenon characterized as "out-of-field teaching" has long existed in American classrooms. Researchers have found that a substantial proportion of teachers are assigned to teach in subject matters that they have not been trained for (Ingersoll, 1999; NCES, 2002). Some research argues that out-of-field teaching is especially prevalent in decentralized education administration systems (Ingersoll, 2003). In such systems local authorities (schools and districts) have much greater discretionary power when making hiring decisions and lack supervision and monitoring to prevent hiring practices that may otherwise be less acceptable. Using the TALIS data, this paper looks at the out-of-field teaching phenomenon in other developed countries. The study aims to compare the spread of out-of-field teaching among countries and investigate how it is related to systemic characteristics. In each country, I will study the relationship between the level of out-of-field teaching and observable school characteristics such as school size, school level, and school resources. Then, using a multivariate model known as cluster analysis (Gan, Ma & Wu, 2007), I will group countries according to the level of prevalence of out-of-field teaching and compare country-level teacher hiring policies. Third, I test the hypothesis that the level of out-of-field teaching is related to level of administrative centralization across countries. By answering these questions, we expect to gain more knowledge on policies directly related to teacher assignment and deployment.


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