Professional development strategies of out-of-field STEAM teachers in Austrian middle schools

Abstract

Pedagogical content knowledge (PCK) is the knowledge that teachers need to effectively present content to students. PCK is needed in every subject, including when teachers teach out-of-field (OOF) subjects despite not having received subject-specific training. When teachers work OOF without adequate content knowledge, their PCK is likely to be underdeveloped, which may negatively impact their students’ learning and leave teachers feeling uncertain regarding their professional identity. In Austria, OOF teaching has become a strategy to address teacher shortages especially in STEAM subjects (Science, Technology, Engineering, Arts and Mathematics) in middle (secondary) schools. This study aimed to explore how teachers cope with OOF teaching and to identify the professional development opportunities and strategies they use to develop their PCK. Data were collected through a series of individual interviews with six Austrian middle school teachers, field notes, and classroom observations. The interviews were analysed from a social constructionist perspective using inductive reflexive thematic analysis and the theoretical concept of PCK. We identified three themes: (1) Access to Quality Teaching Materials, (2) Colleague Support Networks, and (3) Limited Opportunities for Formal Professional Development. The interviews revealed a gap in formal professional development opportunities specifically for Austrian OOF middle school teachers.