Understanding the Complexity of Science Teachers’ Lived Experience as They Navigate Two Out-of-Field Areas: Implications and Possibilities

Abstract

In the Australian state of Victoria, science teachers have professional duties to teach across biology, chemistry, Earth and space sciences and physics while seamlessly integrating digital technologies into their practice. Geoscience is the study of Earth’s solid components and processes acting on them. It is a discipline that, like digital technologies, has been historically documented to be taught by out-of-field teachers. This chapter seeks to unpack the complexities of science teachers’ lived experience by exemplifying how interview data from four ‘in-field’ teachers were analysed along the positioning triad (Harréand vanLangenhove, 1999) as they reflected on their rights and duties teac..