Crossing boundaries revisited : strategies used by science teachers when teaching outside specialism

Abstract

Science teachers in Malta generally have a degree-level qualification in one science subject. Yet, they have to teach physics, chemistry and biology as part of the science curriculum in the first two years of secondary school. Teaching outside specialism, that is teaching a subject that was not studied at degree level or Advanced level, can be challenging because teachers need to learn new content knowledge and develop strategies to teach an unfamiliar area. A qualitative case study was carried out to investigate how a group of science teachers approach the teaching of chemistry as their non-specialist area. Data were gathered through semi- structured interviews. Building on a preliminary study, published in vol.13 no.1 of the Malta Review of Educational Research (Mizzi, 2019a), this paper focuses on how teachers negotiate subject boundaries in dealing with the challenges that arise when planning and teaching chemistry topics. The outcomes of this study demonstrate that teachers either make use of enabling or coping strategies when teaching chemistry and, at times, shift between these two ends of the continuum. The findings show that the strategies adopted are dependent on the teachers’ knowledge base, their teaching experience and on their confidence and willingness to expand their own teaching identity. Moreover, particular strategies enabled them to cross boundaries and feel competent at their non-specialist area.