TEACHING BEYOND EXPERTISE: CHALLENGES OF SECONDARY ENGLISH PRE-SERVICE TEACHERS IN TEACHING OUT-OF-FIELD SUBJECT

Education

In this study, the focus is on the challenges faced by pre-service teachers specializing in secondary English when they contemplate teaching subjects beyond their expertise. After graduating, these teachers face the possibility of being assigned to teach courses outside their area of expertise due to the severe shortage of teachers in the Philippines, particularly in specialized fields. The objective of this study was to gather perspectives from pre-service English teachers regarding their encounters, difficulties, and strategies for handling the teaching of subjects unrelated to their field. This study employed a phenomenological research design to explore the experiences of English pre-service teachers teaching out-of-field subjects. Data was collected through in-depth interviews with six participants from Agusan del Sur State College of Agriculture and Technology. The collected data underwent manual coding, data reduction, and thematic analysis to identify patterns and themes related to the participants' experiences, challenges, and coping mechanisms. Educators who are teaching subjects beyond their expertise often encounter substantial obstacles because of their limited knowledge and confidence. However, with adequate support, out-of-field teaching can lead to professional development and creativity. In order to teach subjects not within their expertise, teachers adjust by using familiar teaching techniques, relating the content to students' interests, and integrating interactive learning opportunities. Teachers often struggle when teaching subjects outside their expertise due to insufficient knowledge and resources, impacting student achievement. Overcoming language barriers and developing engaging lesson plans are additional challenges faced by out-of-field teachers. Teaching in a subject outside of one's expertise is difficult due to lack of knowledge, resources, and student involvement, but with effective strategies, support, and professional development, it can become a fulfilling experience for both educators and students. Successful out-of-field teaching requires a multi-faceted approach. Educators need ongoing professional development, strong support systems, and effective stress management techniques. Schools can enhance this process by providing resources and mentorship opportunities.

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