Professional learning for out-of-field mathematics teachers
Priorities and perspectives from teachers and school leaders
Bibliographic Data
| ID | 22430370 |
|---|---|
| Authors | Catherine Challen (0000-0003-1418-7366, Queensland University of Technology, corresponding author), Dann Mallet (0000-0003-4125-9900, Queensland University of Technology), Kyle Smith (0000-0002-5899-8665, Queensland University of Technology), Kyle P Smith (0000-0003-0526-2176, Queensland University of Technology) |
| Year | 2026 |
| Pages | 1-20 |
| Publication date | 2026-03-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Professional Development in Education (JOURNAL) |
| Journal identifiers | ISSN: 1941-5257 • E-ISSN: 1941-5265 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/19415257.2026.2641584 |
| OpenAlex | W7134268731 |
| Language | EN |
| References cited | 20 |
Teacher shortages in Australia have led to a growing number of out-of-field (OOF) teachers delivering mathematics in secondary schools, raising concerns about the quality of instruction. This study investigates the professional learning priorities for OOF mathematics teachers from the perspectives of Queensland school leaders and teachers themselves. Drawing on conceptualisations of teacher knowledge, the research employed a two-phase design: interviews with seven school leaders and a questionnaire completed by 20 mathematics teachers. Data were analysed using a hybrid inductive – deductive thematic approach to identify key knowledge domains valued in practice and consequent opportunities for professional development. Findings indicate that school leaders prioritise Common Content Knowledge and elements of Knowledge of Content and Students and Knowledge of Content and Teaching, often assigning primary-trained teachers to junior secondary mathematics roles. Teachers reported lower confidence with senior mathematics content, teaching problem-solving and reasoning, and using inquiry-based approaches, likely connected with their specialised content and horizon knowledges. Insights inform professional learning strategies to strengthen mathematics knowledge for teaching among both experienced and OOF teachers.
Faculty Development · Professional development · Professional learning community · Professional studies · Qualitative research · Reform mathematics · Teaching method · Mathematics Education and Programs · Mathematics Education and Teaching Techniques · Teacher Education and Leadership Studies
‘Out-of-Field’ Teaching in Mathematics
Principal Attitudes towards Out-of-Field Teaching Assignments and Professional Learning Needs
Impact of a national professional development programme for out-of-field teachers of mathematics in Ireland
Learning through teaching
Using lesson study to change teacher knowledge and practice
Principals' Leadership Content Knowledge in STEM contexts
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Improving Impact Studies of Teachers' Professional Development
Knowledge and Teaching
Content Knowledge for Teaching
Demonstrating Rigor Using Thematic Analysis
| Citation velocity | historical |
|---|---|
| Highly cited | No |