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Australia’s professional education ecosystem for out-of-field teachers: seeking diverse pathways for teacher learning
Journal article   Open access   Peer reviewed

Australia’s professional education ecosystem for out-of-field teachers: seeking diverse pathways for teacher learning

Linda Hobbs, Emily Ross, Christopher Speldewinde, Trevor McCandless, Merrilyn Goos, Susan Caldis, Connie Cirkony, Seamus Delaney, Janet Dutton, Greg Oates, …
Professional development in education, Vol.First online, pp.1-28
24/05/2026
DOI: https://doi.org/10.1080/19415257.2026.2675289
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Australia’s professional education ecosystemView
Published (Version of record) Open CC BY-NC-ND V4.0

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Abstract

Out-of-field teaching education systems professional education professional learning and development
Teaching out-of-field refers to teachers’ teaching subjects or schooling phases that do not align with their qualifications. Despite calls for professional development for out-of-field teachers, formal programmes are often lacking, poorly attended, or ill-suited to their specific needs. This paper applies an ecological lens to examine how an education system could better support out-of-field teachers by distributing responsibility. Drawing on a literature and policy review, an analytical framework was developed and mapped onto Australia’s current professional education (PE) ecosystem, spanning pre- and in-service teacher learning. Six categories and influencing factors were identified, showing that different pathways support teacher learning in distinct ways and reflect varied perceptions of out-of-field teachers and their subsequent support needs. Teachers learn through initial teacher education (ITE), workplace experience, and external PE. These pathways correspond to different system responses: a ‘deficit position’ shaped by certification policies; a ‘tolerance position’ driven by staffing pragmatics; and an ‘opportunity position’ where PE fosters identity growth and new practices. We propose a model for critiquing how these pathways are valued, challenged, and privileged, and for imagining more integrated, responsive systems. The paper concludes with implications for shifting cultural norms and fostering sustainable, system-wide support for out-of-field teachers through targeted PE.

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