Outfielder stories: Supporting primary teachers teaching secondary science to come in from the margins

"In Australia, shortages of mathematics, science and technology (MST) teachers occur frequently in rural and remote regions, resulting in some MST classes being taught by teachers teaching out-of-field, or outfielders (the term I chose to use throughout this thesis). Anecdotal evidence exists of outfielders teaching with varying results, but research data are limited. Some studies reported teachers normally considered as exemplary, teaching in unfamiliar content areas were they were considered to be less skilful. Other studies identified teacher efficacy as the largest single indicator for student success. The lives of outfielders were therefore an area worthy of further research. Over periods of from 18 months to four years, this thesis investigated the experiences of six beginning primary trained teachers employed to teach secondary school science. Drew, Pam and Peter were all high achieving mature age graduates. Previously they had worked as a mechanic, a nurse and a policeman respectively. They all chose to study the maximum science and mathematics courses in their degrees and were confident that with effort, they could successfully teach secondary science. However, only Pam continues to teach science in Queensland, at times as acting Head of Department. Drew was not given sufficient support or opportunity to do so, and is now a successful science teacher in England. Peter left school teaching after a single term. The three young women whose stories are told as that of Michelle initially agreed to teach science for a year before applying to return to primary teaching, and now all are primary school teachers. What factors influenced this breadth of outcomes and what can be learned from these teachers experiences? Qualitative data were obtained from participant observations of the teachers, interviews, their reflections, and interviews with the teachers peers and supervisors. The broad range of informants provides triangulation of the data. These data formed the case study database from which three individual case studies and a composite story were written. Data were interpreted using the interpretive, descriptive methodology of hermeneutic phenomenology. The researchs rigour was established using constructivist criteria of credibility, transferability, dependability, confirmability and authenticity. Literature was reviewed and data collected concurrently in the field in a hermeneutic cycle of inquiry leading to further literature searches and recourse to stakeholders opinions. Questions arose relating to the knowledge required to teach science effectively, the selection of outfielders, the support they require and the placing of responsibility for provision of that support. Analysis and interpretation of participants experiences, along with data from the literature review determined two overarching groups of themes. What was and What could be were used to examine the similarities and differences in the teachers experiences. Key findings of the data relating to What was were that teachers ability, context and time seemed likely to predict their effectiveness as outfielders. Teachers intrinsic qualities, their prior employment, university subject selection and results, experience with teenagers, understanding of the nature of science, fit with the school and expectations were all key indicators of ability. Schools ability to offer a long-term position, suitable classes, critical friends and curriculum, behaviour management and other support were major extrinsic influences on teachers. These findings lead to development of Selection Criteria for Outfielder Teachers and a questionnaire for schools, School Provision of Support for Outfielders. Interpretation of data relating to What could be indicated the features of a retraining program that seemed likely to develop outfielders into qualified teachers of Year 7/810 science. These included time and financial support for university level content study, and provision of mentors to provide pedagogical knowledge, providing the prerequisites for pedagogical content knowledge. Finally, the research revealed several areas worthy of further investigation. The needs of outfielders from other backgrounds and working in other content areas are unknown. The qualifications and experience of the Australian teaching workforce also are generally unknown, either nationally or by school. Lack of such data impedes planning to resolve teacher shortages and to train the particular teachers required. The success of existing scholarship and incentive schemes needs to be examined. The abilities and employment contexts that would best support HODs to support their teachers require research, as does the effect of school administrators attitudes to the employment of outfielders. Lastly, other facets of government educational policies that impact the provision of sufficient adequately trained science teachers require investigation. Research into these issues is likely to lead to more effective science learning for Australian students." -- abstract