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Out of Field Maths Teaching - What can we do?
In this episode of MathsTalk, host Leanne McMahon discusses the pressing issue of out-of-field teaching in mathematics education. With recent media attention on AMSI's analysis of out-of-field secondary maths teaching and upskilling initiatives in Australia, Leanne explores the complexities of defining out-of-field teaching and its various dimensions, including qualification, specialism, workload, and capability. Drawing from extensive research and insightful anecdotes, she discusses the impact of out-of-field teaching on student learning and offers practical strategies for upskilling teachers, emphasizing the importance of government funding for retraining initiatives. Through engaging discussions and resource recommendations, including the invaluable Out of Field Teaching Toolkit podcast, McMahon aims to ignite a conversation and provide actionable solutions to enhance the quality of mathematics education across Australia.
Resources:
AMSI Paper: https://amsi.org.au/?publications=relieving-out-of-field-teaching-in-australian-secondary-mathematics
Podcast Out-of-Field Toolkit: Margaret Paton: https://open.spotify.com/show/5ktSjWBqd3SgmeuInYtzGx?si=fb4ffc1419e64407
Hobbs, L., Campbell, C., Delaney, s., Speldewinde, C. & Lai, J. (2020). Defining and mapping out-of-field
teaching in Victorian government schools. Deakin University Retrieved from
https://static1.squarespace.com/static/57f5c6e0414fb53f7ae208fc/t/61727df5c5216e3ba4565c
48/1634893310963/TOOF+Mapping+Report+Hobbs+et+al+2020_Definitions+only.pdf
Ní Ríordáin, M., Paolucci, C., & O' Dwyer, L. M. (2017). An examination of the professional development
needs of out-of-field mathematics teachers. Teaching and Teacher Education, 64, 162-174.
https://doi.org/https://doi.org/10.1016/j.tate.2017.02.001
Beswick, K. (2014). What teachers' want: Identifying mathematics teachers' professional learning needs.
The Mathematics Enthusiast, 11(1), 83-108.
Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers' professional development in the
United States/Mejores practicas de desarrollo profesional docente en Estados Unidos.
Psychology, Society, & Education, 7(3), 252-278.
Du Plessis, A. (2016). Leading teachers through the storm: Looking beyond the numbers and turning the
implications of out-of-field teaching practices into positive challenges. International Journal of
Educational Research, 79, 42-51. https://doi.org/10.1016/j.ijer.2016.06.010
Goos, M., O’Donoghue, J., Ní Ríordáin, M., Faulkner, F., Hall, T., & O’Meara, N. (2020). Designing a
national blended learning program for “out-of-field” mathematics teacher professional
development. ZDM, 52(5), 893-905. https://doi.org/10.1007/s11858-020-01136-y
Contact us: [email protected]
Twitter (X): @AMSIschools
View all episodes
By AMSI Schools
5
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In this episode of MathsTalk, host Leanne McMahon discusses the pressing issue of out-of-field teaching in mathematics education. With recent media attention on AMSI's analysis of out-of-field secondary maths teaching and upskilling initiatives in Australia, Leanne explores the complexities of defining out-of-field teaching and its various dimensions, including qualification, specialism, workload, and capability. Drawing from extensive research and insightful anecdotes, she discusses the impact of out-of-field teaching on student learning and offers practical strategies for upskilling teachers, emphasizing the importance of government funding for retraining initiatives. Through engaging discussions and resource recommendations, including the invaluable Out of Field Teaching Toolkit podcast, McMahon aims to ignite a conversation and provide actionable solutions to enhance the quality of mathematics education across Australia.
Resources:
AMSI Paper: https://amsi.org.au/?publications=relieving-out-of-field-teaching-in-australian-secondary-mathematics
Podcast Out-of-Field Toolkit: Margaret Paton: https://open.spotify.com/show/5ktSjWBqd3SgmeuInYtzGx?si=fb4ffc1419e64407
Hobbs, L., Campbell, C., Delaney, s., Speldewinde, C. & Lai, J. (2020). Defining and mapping out-of-field
teaching in Victorian government schools. Deakin University Retrieved from
https://static1.squarespace.com/static/57f5c6e0414fb53f7ae208fc/t/61727df5c5216e3ba4565c
48/1634893310963/TOOF+Mapping+Report+Hobbs+et+al+2020_Definitions+only.pdf
Ní Ríordáin, M., Paolucci, C., & O' Dwyer, L. M. (2017). An examination of the professional development
needs of out-of-field mathematics teachers. Teaching and Teacher Education, 64, 162-174.
https://doi.org/https://doi.org/10.1016/j.tate.2017.02.001
Beswick, K. (2014). What teachers' want: Identifying mathematics teachers' professional learning needs.
The Mathematics Enthusiast, 11(1), 83-108.
Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers' professional development in the
United States/Mejores practicas de desarrollo profesional docente en Estados Unidos.
Psychology, Society, & Education, 7(3), 252-278.
Du Plessis, A. (2016). Leading teachers through the storm: Looking beyond the numbers and turning the
implications of out-of-field teaching practices into positive challenges. International Journal of
Educational Research, 79, 42-51. https://doi.org/10.1016/j.ijer.2016.06.010
Goos, M., O’Donoghue, J., Ní Ríordáin, M., Faulkner, F., Hall, T., & O’Meara, N. (2020). Designing a
national blended learning program for “out-of-field” mathematics teacher professional
development. ZDM, 52(5), 893-905. https://doi.org/10.1007/s11858-020-01136-y
Contact us: [email protected]
Twitter (X): @AMSIschools
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