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<p>Out-of-field teaching (OOFT)—defined as the practice of teachers teaching subjects outside their formal training, excluding lateral entrants—is a&#xa0;growing phenomenon driven by global challenges such as teacher shortages and large-scale attritions. This scoping review maps the current state of research by analysing 54&#xa0;studies retrieved from four academic databases, supplemented by expert feedback. The review aims to describe what the literature reports about OOFT: how it is conceptualised; which outcomes are reported (beneficial, neutral, and adverse) and how they are operationalised; which types of evidence and study designs are used; and which supports are documented at teacher, school, and system levels. Findings indicate a&#xa0;dual profile. Risks include gaps in content and pedagogical content knowledge, professional strain, and slower development of high-quality practice for novices; opportunities include teacher learning, identity development, and the adoption of innovative, student-centred pedagogies under supportive conditions. Reported supports span job-embedded professional learning (mentoring, co-planning/co-teaching, peer observation), school-level arrangements (time for collaboration, curated materials, assessment moderation, scheduling that limits OOFT preparations), and longitudinal qualification programmes tailored to prior knowledge. Distributional patterns show that OOFT is more prevalent in disadvantaged and rural contexts, underscoring equity concerns. The review identifies gaps regarding school-based support structures (e.g., mentoring, subject-specific collaboration) and the role of cross-curricular competencies emphasised in many curricula. Overall, the review offers a&#xa0;map of concepts, outcomes, evidence types, and supports related to OOFT and highlights priorities for future research and policy.</p>

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Out-of-field teaching—An opportunity for cross-curricular teaching in a complex world?—A scoping review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年8月3日

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  • Romana Dorfer,
  • James Loparics,
  • Bettina Krepper,
  • Laura Seiler

摘要

Out-of-field teaching (OOFT)—defined as the practice of teachers teaching subjects outside their formal training, excluding lateral entrants—is a growing phenomenon driven by global challenges such as teacher shortages and large-scale attritions. This scoping review maps the current state of research by analysing 54 studies retrieved from four academic databases, supplemented by expert feedback. The review aims to describe what the literature reports about OOFT: how it is conceptualised; which outcomes are reported (beneficial, neutral, and adverse) and how they are operationalised; which types of evidence and study designs are used; and which supports are documented at teacher, school, and system levels. Findings indicate a dual profile. Risks include gaps in content and pedagogical content knowledge, professional strain, and slower development of high-quality practice for novices; opportunities include teacher learning, identity development, and the adoption of innovative, student-centred pedagogies under supportive conditions. Reported supports span job-embedded professional learning (mentoring, co-planning/co-teaching, peer observation), school-level arrangements (time for collaboration, curated materials, assessment moderation, scheduling that limits OOFT preparations), and longitudinal qualification programmes tailored to prior knowledge. Distributional patterns show that OOFT is more prevalent in disadvantaged and rural contexts, underscoring equity concerns. The review identifies gaps regarding school-based support structures (e.g., mentoring, subject-specific collaboration) and the role of cross-curricular competencies emphasised in many curricula. Overall, the review offers a map of concepts, outcomes, evidence types, and supports related to OOFT and highlights priorities for future research and policy.