Eliminating the fear of getting ‘caught out’: An examination of the development of out-of-field mathematics teachers’ professional self-understanding

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dc.contributor.authorNí Ríordáin, Máireen
dc.contributor.authorGoos, Merrilynen
dc.contributor.authorFaulkner, Fionaen
dc.contributor.authorQuirke, Stephenen
dc.contributor.authorLane, Ciaraen
dc.contributor.authorO’Meara, Niamhen
dc.date.accessioned2023-08-09T15:41:39Z
dc.date.available2023-08-09T15:41:39Z
dc.date.issued2022-02-18en
dc.description.abstractResearch has demonstrated that teacher identity matters in mathematics education. This is of heightened concern when we consider those teaching mathematics out-of-field, a phenomenon prevalent at the post-primary level in the Irish context. A national program (PDMT) to upskill out-of-field teachers was established and current research is appraising graduates’ experiences. In this chapter, we bring together out-of-field teachers’ knowledge and identities, using Kelchtermans’ (2009) concept of professional self-understanding, which is an essential part of a teacher’s personal interpretive framework and acts as a lens through which teachers view their job, give meaning to it and act in it. We report on aspects of an online, primarily quantitative, survey administered to graduates of the PDMT examining their professional self-understandings on completion of the programme. The findings contribute to our understanding of important considerations relating to the development of professional learning programmes for upskilling out-of-field mathematics teachers.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationNí Ríordáin, M., Goos, M., Faulkner, F., Quirke, S., Lane, C. and O’Meara, N. (2022) Eliminating the fear of getting ‘caught out’: An examination of the development of out-of-field mathematics teachers’ professional self-understanding, in Hobbs, L. and Porsch, R. (eds) Out-of-Field Teaching Across Teaching Disciplines and Contexts. Singapore: Springer, pp. 241–259. doi: 10.1007/978-981-16-9328-1_12en
dc.identifier.doi10.1007/978-981-16-9328-1_12en
dc.identifier.endpage259en
dc.identifier.isbn9789811693274en
dc.identifier.isbn9789811693281en
dc.identifier.startpage241en
dc.identifier.urihttps://hdl.handle.net/10468/14807
dc.language.isoenen
dc.publisherSpringer Nature Ltd.en
dc.relation.ispartofOut-of-Field Teaching Across Teaching Disciplines and Contextsen
dc.rights© 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. This is a post-peer-review, pre-copyedit version of a chapter published as: Ní Ríordáin, M., Goos, M., Faulkner, F., Quirke, S., Lane, C. and O’Meara, N. (2022) Eliminating the fear of getting ‘caught out’: An examination of the development of out-of-field mathematics teachers’ professional self-understanding, in Hobbs, L. and Porsch, R. (eds) Out-of-Field Teaching Across Teaching Disciplines and Contexts. Singapore: Springer, pp. 241–259, doi: 10.1007/978-981-16-9328-1_12. The final authenticated version is available online at: https://doi.org/10.1007/978-981-16-9328-1_12en
dc.subjectCommitmenten
dc.subjectJob satisfactionen
dc.subjectMathematicsen
dc.subjectProfessional self-understandingen
dc.subjectSelf-efficacyen
dc.titleEliminating the fear of getting ‘caught out’: An examination of the development of out-of-field mathematics teachers’ professional self-understandingen
dc.typeBook chapteren
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