Eliminating the Fear of Getting ‘Caught Out’: An Examination of the Development of Out-of-Field Mathematics Teachers’ Professional Self-Understanding

Ríordáin, Máire Ní; Goos, Merrilyn; Faulkner, Fiona; Quirke, Stephen; Lane, Ciara; O’Meara, Niamh

doi:10.1007/978-981-16-9328-1_12

Out-of-Field Teaching Across Teaching Disciplines and Contexts 2022

DOI: 10.1007/978-981-16-9328-1_12

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Eliminating the Fear of Getting ‘Caught Out’: An Examination of the Development of Out-of-Field Mathematics Teachers’ Professional Self-Understanding

Máire Ní Ríordáin

Merrilyn Goos

Fiona Faulkner

et al.

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Cited by 3 publications

References 26 publications

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“I’m on My Own and I’m Not Trained”: A Cultural-Historical Activity Theory Analysis of Teaching Mathematics Out-of-Field in a Small School

Quinn,

Hobbs

2024

Int J of Sci and Math Educ

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This paper employs Cultural Historical Activity Theory (CHAT) as an analytical heuristic in exploring the internationally prevalent situation of teaching out-of-field. Drawing on interview transcripts, we use CHAT to frame the activity of a young teacher teaching mathematics out-of-field in a small rural K-12 school in Australia. We identify and map some important elements and tensions of out-of-field mathematics teaching, how these tensions change over time and how this activity interacts with in-field teaching. Finally, we consider emotions and identity in relation to the structural elements of CHAT mediational triangles to more fully explore and represent some of the complexities of teaching mathematics out-of-field in a small rural school and implications for responding to the out-of-field phenomenon.

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“I’m on My Own and I’m Not Trained”: A Cultural-Historical Activity Theory Analysis of Teaching Mathematics Out-of-Field in a Small School

Quinn,

Hobbs

2024

Int J of Sci and Math Educ

View full text Add to dashboard Cite

show abstract

First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification

Quirke,

O’Meara,

Goos

et al. 2024

J Math Teacher Educ

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Non-Specialist Primary School Mathematics Teachers’ Professional Identity

Putten

Blom

Dibane

2022

Africa Education Review

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Eliminating the Fear of Getting ‘Caught Out’: An Examination of the Development of Out-of-Field Mathematics Teachers’ Professional Self-Understanding

Cited by 3 publications

References 26 publications

“I’m on My Own and I’m Not Trained”: A Cultural-Historical Activity Theory Analysis of Teaching Mathematics Out-of-Field in a Small School

“I’m on My Own and I’m Not Trained”: A Cultural-Historical Activity Theory Analysis of Teaching Mathematics Out-of-Field in a Small School

First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification

Non-Specialist Primary School Mathematics Teachers’ Professional Identity

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