Login (DCU Staff Only)
Login (DCU Staff Only)

DORAS | DCU Research Repository

Explore open access research and scholarly works from DCU

Advanced Search

Teaching mathematics out-of-field and the journey to obtaining mathematics teacher certification

Quirke, Stephen orcid logoORCID: 0000-0001-6191-6221 (2022) Teaching mathematics out-of-field and the journey to obtaining mathematics teacher certification. In: 9th CASTeL STEM Education Research Conferene (SMEC), 24 -25 June 2022, Dublin.

The misassignment of teachers, with respect to their qualification, results in teachers teaching mathematics out-of-field (OOF). OOF mathematics teaching is an international area of concern, with research documenting the existence of the practice in Australia, the United States, Germany and England, and the negative effects that the practice can have on teachers’ lives, student learning and the professional standards of teaching. Research conducted in Ireland has demonstrated the prevalence of teachers being assigned to teach mathematics OOF in post-primary schools. In response to the issue of OOF mathematics teaching, the Irish government funded the Professional Diploma in Mathematics for Teaching (PDMT), a professional development programme for teachers teaching mathematics OOF, enabling them to obtain mathematics teacher certification. The content of the PDMT, then, adheres to the Teaching Council of Ireland’s curricular requirements for teaching mathematics. This research employs the construct of first-person mathematics-related (1st PM-R) teacher identity to capture the learning trajectory of a participant on the PDMT. 1st PM-R teacher identity refers to the teacher’s self-understandings in relation to mathematics teaching. These self-understandings are stories told by the teacher about themselves to a third party. This paper reports on the 1st PM-R teacher identity of Mary, a certified business studies and accounting teacher teaching mathematics OOF, whilst undertaking the PDMT. Thematic analysis and sociolinguistic tools were used to analyse interview data to obtain insights regarding Mary’s 1st PM-R teacher identity, and the ways in which her 1st PM-R teacher identity was reshaped over her involvement in the PDMT. The findings suggest that professional development programmes have the capacity to impact 1st PM-R teacher identity, in particular, with regard to how the teacher believes they are seen by school management and their students’ parents; however, other factors, such as colleagues and previous experience learning mathematics, may be more significant in shaping the teacher’s 1st PM-R teacher identity in relation to their teaching practices. The findings from this research may have implications for the development of mathematics professional development programmes and the criteria for determining mathematics teacher certification.
Item Type:Conference or Workshop Item (Paper)
Event Type:Conference
Uncontrolled Keywords:Teacher identity; professional development; out-of-field teaching; mathematics education
Subjects:Social Sciences > Education
Social Sciences > Teaching
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of STEM Education, Innovation, & Global Studies
Published in: Proceedings of the 9th CASTeL STEM Education Research Conferene (SMEC). . Dublin City University.
Publisher:Dublin City University
Official URL:https://doi.org/10.5281/zenodo.6778381
Copyright Information:© 2022 The Authors Open Access (CC-BY 4.0)
ID Code:27773
Deposited On:22 Sep 2022 14:11 by Thomas Murtagh . Last Modified 22 Sep 2022 14:11

Full text available as:

[thumbnail of Pages from Proceedings 2022 (1)-8.pdf]
PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader


Downloads per month over past year

Archive Staff Only: edit this record