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Teaching beyond Expertise: A Case Study of Out-of-Field Teachers by Qualification in Basic Education

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Title: Teaching beyond Expertise: A Case Study of Out-of-Field Teachers by Qualification in Basic Education
Language: English
Authors: Jeanette Rose Durano (ORCID 0009-0004-0346-6110), Marjorie L. Layasan (ORCID 0009-0009-9434-7948), Olcee C. Maramara (ORCID 0009-0009-7109-0086), Precious Dianne N. Neri (ORCID 0009-0003-4153-827X), Psyber V. Orio (ORCID 0009-0006-1997-8879), Emerita M. Tan (ORCID 0000-0003-0457-8523), Romel C. Mutya (ORCID 0000-0002-7986-2353)
Source: Journal of Education and Learning (EduLearn). 2026 20(2):754-765.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Education
Descriptors: Secondary School Teachers, Elementary Schools, Elementary School Teachers, Secondary Schools, Foreign Countries, Teacher Qualifications, Expertise, Teacher Attitudes, Teacher Education, Teaching Experience
Geographic Terms: Philippines
ISSN: 2089-9823
2302-9277
Abstract: In a global context of increasing demands for diverse skill sets and innovative teaching, the phenomenon of out-of-field teachers (OFT) by qualification has gained attention. This study explored teachers' experiences transitioning between elementary and high school teaching. A descriptive case study phenomenological approach was employed, involving 7 participants selected through purposive sampling. Colaizzi's seven-step method was utilized to analyze the data. Results indicated that OFT faces challenges such as limited subject matter knowledge, staying current in evolving fields, and adapting to diverse student needs. To cope, they seek professional development, collaborate with colleagues, and understand different learning styles. Teaching outside their expertise makes educators adaptable, resilient facilitators committed to continuous professional development. Handling unfamiliar content enhances problem-solving skills and resourcefulness in discovering effective teaching strategies. The research highlights the transformative impact of transitioning between elementary and high school levels, resulting in versatile, creative, and passionate educators dedicated to continuous improvement in education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507506
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1507506
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  Data: Teaching beyond Expertise: A Case Study of Out-of-Field Teachers by Qualification in Basic Education
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  Data: <searchLink fieldCode="AR" term="%22Jeanette+Rose+Durano%22">Jeanette Rose Durano</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-0346-6110">0009-0004-0346-6110</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marjorie+L%2E+Layasan%22">Marjorie L. Layasan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-9434-7948">0009-0009-9434-7948</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olcee+C%2E+Maramara%22">Olcee C. Maramara</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-7109-0086">0009-0009-7109-0086</externalLink>)<br /><searchLink fieldCode="AR" term="%22Precious+Dianne+N%2E+Neri%22">Precious Dianne N. Neri</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-4153-827X">0009-0003-4153-827X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Psyber+V%2E+Orio%22">Psyber V. Orio</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-1997-8879">0009-0006-1997-8879</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emerita+M%2E+Tan%22">Emerita M. Tan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0457-8523">0000-0003-0457-8523</externalLink>)<br /><searchLink fieldCode="AR" term="%22Romel+C%2E+Mutya%22">Romel C. Mutya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7986-2353">0000-0002-7986-2353</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(2):754-765.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 2089-9823<br />2302-9277
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  Label: Abstract
  Group: Ab
  Data: In a global context of increasing demands for diverse skill sets and innovative teaching, the phenomenon of out-of-field teachers (OFT) by qualification has gained attention. This study explored teachers' experiences transitioning between elementary and high school teaching. A descriptive case study phenomenological approach was employed, involving 7 participants selected through purposive sampling. Colaizzi's seven-step method was utilized to analyze the data. Results indicated that OFT faces challenges such as limited subject matter knowledge, staying current in evolving fields, and adapting to diverse student needs. To cope, they seek professional development, collaborate with colleagues, and understand different learning styles. Teaching outside their expertise makes educators adaptable, resilient facilitators committed to continuous professional development. Handling unfamiliar content enhances problem-solving skills and resourcefulness in discovering effective teaching strategies. The research highlights the transformative impact of transitioning between elementary and high school levels, resulting in versatile, creative, and passionate educators dedicated to continuous improvement in education.
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  Data: 2026
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  Data: EJ1507506
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      – Text: English
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        PageCount: 12
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      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Expertise
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Education
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Philippines
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      – TitleFull: Teaching beyond Expertise: A Case Study of Out-of-Field Teachers by Qualification in Basic Education
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