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An examination of the professional development needs of out-of-field mathematics teachers |
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| Institution: | 1. School of Education, University College Cork, Cork, Ireland;2. Department of Teaching and Learning and Department of Mathematics, SUNY New Paltz, 1 Hawk Drive, New Paltz, NY 12561, USA;3. Lynch School of Education, Campion Hall, Boston College, 140 Commonwealth Avenue, Chestnut Hill, Boston, MA 02467, USA;1. Faculty of Psychology, University of La Laguna, The Canary Islands, Spain;2. Faculty of Education, University of La Laguna, The Canary Islands, Spain;1. Batten School of Leadership and Public Policy, University of Virginia, 235 McCormick Road, Charlottesville, VA 22904, United States;2. Department of Curriculum, Instruction, & Special Education, University of Virginia, 405 Emmet Street South, Charlottesville, VA 22904, United States;3. Department of Teacher Education, Education Leadership & Policy, University of New Mexico, Albuquerque, NM 87131, United States;4. TNTP, 186 Joralemon St., Suite 300, Brooklyn, NY 11201, United States;1. Department of Psychology, University of Zadar, Croatia;2. Department of Education, University of York, UK |
| Abstract: | This paper presents an empirical study examining the professional development needs of out-of-field mathematics teachers in the Irish context (n = 202). An online questionnaire gathered data on cohort demographics and confidence with regard to teaching mathematics. A paper-and-pencil test evaluated teachers' cognitive and conceptual proficiency with curriculum-aligned mathematical content. Low achievement levels and high occurrence of conceptual errors indicate inadequate subject content knowledge and difficulties with the content of the curriculum. Additionally, these teachers described themselves as either somewhat or very confident in teaching all content. The discrepancies which exist between confidence levels and content proficiency highlight the importance of designing appropriate professional development programs that are situated and practice based. |
| Keywords: | Out-of-field teachers Mathematics Specialized content knowledge Professional development Second-level education |
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