Supporting Science teachers when teaching outside their subject specialism

Abstract

Integrated science is part of the core curriculum of the first two years of secondary school in Malta. Science teachers teach the three science subjects even though during initial teacher education they only specialise in one area. This study explores how a group of science teachers, who are non-chemistry specialists, approach the teaching of chemistry by identifying the challenges they come across and how they deal with them. A professional development programme was designed with the aim of supporting teachers teaching outside specialism. This programme started during a summer workshop and was followed by ongoing workshops throughout the scholastic year when teachers were teaching, or about to teach, a chemistry topic.

This study adopts a case study methodology. Data were collected over a year-long period using a questionnaire, semi-structured interviews, focus group interviews, class observations and the researcher’s journal. It investigated the lived experiences of eight teachers as they taught outside their area of expertise and as they participated in the professional development programme.

The research findings show that teachers experienced realistic challenges both when planning and teaching chemistry topics. The challenges stem from having limited subject-specific content knowledge and pedagogical content knowledge, together with a lack of passion in the subject. These factors affected the teachers’ self-efficacy beliefs and their professional identity concerning their ability to teach outside their area of expertise. Teachers decided to seek professional learning opportunities to overcome their difficulties. The professional development programme was developed on a transformative model of professional development. It was not only based on predetermined sessions but took into consideration the teachers’ learning needs. Professional learning was enhanced when teachers actively participated in sessions, reflected on their practice, shared their work, planned lessons within a community of learners and when they implemented changes in their classrooms. The outcomes of this study challenge the taken-for-granted assumption that teachers who specialise in one area are capable of teaching the other science areas. The design of a professional development programme and the role of teachers are fundamental to enhance professional learning. By focusing on the teachers’ strengths rather than their limitations and weaknesses, teachers can develop their professional knowledge base and expand their teaching identity as science teachers.