Examines empirical studies on teaching out-of-field from across different disciplines

Showcases methods and perspectives addressing issues on the policy level across different contexts

Synthesizes research on out-of-field teaching and outlines an agenda for research, policy and practice

Part I. Policy contexts.- Chapter 1. Challenging the representations and assumptions of out-of-field teaching.- Chapter 2. Defining out-of-field: An imperative for research, policy and practice.- Chapter 3. Teaching Out-of-Field: The Short- and Long-Term Negative Consequences on Students and Teachers.- Part II. Personal contexts.- Chapter 4. Understanding the Complexity of Science Teachers' Lived Experience as They Navigate Two Out-of-Field (OOF) Areas: Implications and Possibilities.- Chapter 5. Do Out-Of-Field Teachers' Attitudes Towards Mathematics and Science Differ, and Does it Matter for their Reported Teaching Practice and Professional Engagement?.- Chapter 6. Teaching English out-of-field in primary school: Differences in professional characteristics and effects on instructional quality.- Chapter 7. Primary school teachers between out-of-field-teaching and subject matter in mathematics: Biographical and communicative structures shaping teacher identity and meaning.- Chapter 8. Maths, History, God, knitting and me: A reflexive bricolage of identity.- Part III. Professional learning contexts.- Chapter 9. Out-of-field teachers in their first year of teaching: Support mechanisms, satisfaction and retention.- Chapter 10. The learning journey of out-of-field teachers in Indonesia.- Chapter 11. "Teaching was not in my head" - Narratives from Seiteneinsteiger*innen of their experienced biographical transitions into the teaching profession in Germany.- Chapter 12. Eliminating the fear of getting 'caught out': An examination of the development of out-of-field mathematics teachers' identity and preparedness for teaching.- Chapter 13. Transitioning into the profession with an out-of-field teaching load: Exploring the implications for Geography in secondary schools and initial teacher education.- Chapter 14. Neither fully "in", nor completely "out" of the field: The case of teaching mathematics as a second subject in Poland.- Part IV. Teaching practice contexts.- Chapter 15. An Investigation of the classroom practices of out-of-field and In-field mathematics teachers.- Chapter 16. Argumentative and algebraic solutions of out-of-field teachers and teacher students in comparison.- Chapter 17. Teaching mathematics out-of-field: Unknown unknowns.- Part V. Conclusion.- Chapter 18. Research on teaching out-of-field: Synthesis and a model for future research.