ABSTRACT

The present study focuses on forty out-of-field teachers who have been teaching science for a few years in primary or lower-secondary schools and entered a two-year professional development programme to qualify as in-field teachers. Our purpose was to uncover their reasons for teaching science without appropriate qualifications, their motivations to enrol in the programme, and the extent to which the programme enhanced their competencies as science teachers. Findings revealed two motivational profiles: an intrinsic one and a mixed one that combined intrinsic and extrinsic orientations. All the teachers admitted they had lacked the content knowledge and the pedagogical content knowledge required to teach science effectively. The programme contributed mainly to their disciplinary and pedagogical knowledge and to their self-efficacy. While some positive aspects of out-of-field teaching came up, measures should be taken to ensure that the limited knowledge of out-of-field teachers does not affect the quality of their teaching.

摘要

本研究的重点是 40 名在小学或初中教过几年科学并参加了为期两年的专业发展计划以获得在场教师资格的外地教师。我们的目的是揭示他们在没有适当资格的情况下教授科学的原因、他们参加该计划的动机，以及该计划在多大程度上提高了他们作为科学教师的能力。调查结果揭示了两种动机特征：一种是内在动机，另一种是结合了内在和外在取向的混合动机。所有教师都承认他们缺乏有效教授科学所需的内容知识和教学内容知识。该计划主要有助于他们的学科和教学知识以及他们的自我效能。