Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Out-of-Field Assignments: Case Studies of Two Beginning Teachers


by Cathy Ringstaff & Judith Haymore Sandholtz — 2002

Reports profiling America's teachers are drawing increased attention to concerns about teachers' subject-matter preparation and out-of-field assignments. In this article, we focus on two 1st-year high school teachers who graduated from the same teacher preparation program in the same year. One is credentialed in the subject area, and the other is not. Using comparative case methodology, we investigate and contrast how the teachers taught a unit on Steinbeck's novel Cannery Row. We analyze their teaching using Shulman's (1987) model of pedagogical reasoning, which divides the overall instructional process into components. We initially describe their teaching without clarifying which teacher is credentialed and which is not. After revealing the out-of-field teacher, we examine other factors that contribute to the differences in these two teachers. In a subsequent section, we argue that out-of-field teaching is a more complex issue than it appears and identify factors contributing to the complexity. We propose conceptualizing out-of-field teaching, as well as teaching assignments generally, as a matter of goodness of fit to take into account the relationship among teacher characteristics, contextual characteristics, and teaching placements.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Out-of-Field Assignments: Case Studies of Two Beginning Teachers
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 104 Number 4, 2002, p. 812-841
http://www.tcrecord.org ID Number: 10894, Date Accessed: 12/12/2017 10:35:38 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Cathy Ringstaff
    WestEd
    E-mail Author
    CATHY RINGSTAFF is a senior research associate at WestEd in San Francisco, California. Her research interests include standards-based reform, whole-school change, and technology in education. She is coauthor, with Judith Haymore Sandholtz and David Dwyer, of Teaching with Technology: Creating Student-Centered Classrooms (Teachers College Press).
  • Judith Sandholtz
    University of California, Riverside
    E-mail Author
    JUDITH HAYMORE SANDHOLTZ is an associate professor in the Graduate School of Education at the University of California, Riverside where she formerly directed the Comprehensive Teacher Education Institute. Her research focuses on teacher professional development, teacher education, school/university partnerships, and technology in education. Recent publications include ‘‘Inservice Training or Professional Development: Contrasting Opportunities in a School/University Partnership’’ in Teaching and Teacher Education and ‘‘The Substantive and Symbolic Consequences of a District’s Standards-Based Curriculum’’ in the American Educational Research Journal.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS