Source: Asia-Pacific Journal of Teacher Education, Volume 43, Issue 1, 2015, pages 4-21
This article presents a study, which aimed to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders.
The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching.
It argues that the strategies implemented by school leaders based on their understanding of novice out-of-field teachers’ lived experience greatly influence the development of these teachers.
It draws on Gadamer’s theories to investigate the lived experiences and perceptions of four principals and four novice out-of-field teachers through the different lenses of these participants.
It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment.
Participants’ interpretation of specific lived experiences connected to out-of-field teaching shapes meaning in their attempt to understand and to “belong,” for example, confidence issues, self-esteem concerns, and disconnectedness.
The investigation of these units of meaning provides an in-depth understanding of the interrelationship between leadership and the lived experiences of novice out-of-field teachers.