Associate Professor Linda Hobbs
Associate Professor Linda Hobbs
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Cited by
Cited by
Teaching ‘out-of-field’as a boundary-crossing event: Factors shaping teacher identity
L Hobbs
International journal of science and mathematics education 11, 271-297, 2013
Successful university-school partnerships: An interpretive framework to inform partnership practice
M Jones, L Hobbs, J Kenny, C Campbell, G Chittleborough, A Gilbert, ...
Teaching and Teacher Education 60, 108-120, 2016
Examining the aesthetic dimensions of teaching: Relationships between teacher knowledge, identity and passion
L Hobbs
Teaching and Teacher Education 28 (5), 718-727, 2012
Science students' perceptions of engaging pedagogy
L Darby
Research in Science Education 35, 425-445, 2005
Teaching out-of-field: Factors shaping identities of secondary science and mathematics.
L Hobbs
Teaching Science 58 (1), 21-29, 2012
Successful students–STEM program: Teacher learning through a multifaceted vision for STEM education
L Hobbs, JC Clark, B Plant
STEM education in the junior secondary: The state of play, 133-168, 2018
Challenges and opportunities for a STEM interdisciplinary agenda
R Tytler, G Williams, L Hobbs, J Anderson
Interdisciplinary mathematics education: The state of the art and beyond, 51-81, 2019
Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics
R Tytler, D Symington, L Darby, C Malcolm, V Kirkwood
Teaching and Teacher Education 27 (5), 871-879, 2011
The usefulness of a science degree: The “lost voices” of science trained professionals
S Rodrigues, R Tytler, L Darby, P Hubber, D Symington, J Edwards
International Journal of Science Education 29 (11), 1411-1433, 2007
Teaching out-of-field as a phenomenon and research problem
L Hobbs, G Törner
Examining the Phenomenon of “Teaching Out-of-field” International …, 2019
Rethinking disciplinary links in interdisciplinary STEM learning: A temporal model
R Tytler, V Prain, L Hobbs
Research in Science Education 51, 269-287, 2021
Boundary crossings of out-of-field teachers: Locating learning possibilities amid disruption.
L Hobbs
Boundary-Spanning in Organizations: Network, Influence, and Conflict, 7-28, 2014
Designing professional development for teachers teaching out-of-field
J Kenny, L Hobbs, R Whannell
Professional development in education 46 (3), 500-515, 2020
Examining the phenomenon of “teaching out-of-field”: International perspectives on teaching as a non-specialist
L Hobbs, G Törner
Springer, 2019
Science Teacher Education Partnerships with Schools (STEPS): partnerships in science teacher education.
JD Kenny, L Hobbs, S Herbert, G Chittleborough, C Campbell, M Jones, ...
Australian Journal of Teacher Education 39 (12), 43-65, 2014
Out-of-field teaching in science: An overlooked problem
JA Luft, D Hanuscin, L Hobbs, G Törner
Journal of Science Teacher Education 31 (7), 719-724, 2020
Pre-service teachers’ views of school-based approaches to pre-service primary science teacher education
S Herbert, L Hobbs
Research in Science education 48, 777-809, 2018
Narrative pedagogies in science, mathematics and technology
L Hobbs, R Davis
Research in Science Education 43, 1289-1305, 2013
Responding to a relevance imperative in school science and mathematics: Humanising the curriculum through story
L Darby-Hobbs
Research in science education 43, 77-97, 2013
Girls’ future–Our future: The Invergowrie foundation STEM report
L Hobbs, C Jakab, V Millar, V Prain, C Redman, C Speldewinde, R Tytler, ...
Invergowrie Foundation, 2017
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