Impact of a National Professional Development Programme for Out-of-Field Teachers of Mathematics in Ireland

Autor/inn/en	Goos, Merrilyn; Ní Ríordáin, Máire; Faulkner, Fiona; Lane, Ciara
Titel	Impact of a National Professional Development Programme for Out-of-Field Teachers of Mathematics in Ireland
Quelle	In: Irish Educational Studies, 42 (2023) 3, S.401-421 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ní Ríordáin, Máire) ORCID (Lane, Ciara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
DOI	10.1080/03323315.2021.1964569
Schlagwörter	Teacher Education Programs; Career Change; Mathematics Instruction; Mathematics Teachers; Student Centered Learning; Teaching Methods; Foreign Countries; Secondary School Teachers; Program Descriptions; Teacher Attitudes; Graduates; Advanced Courses; Problem Solving; Mathematics Curriculum; Faculty Development; Teacher Qualifications; Beliefs; Educational Practices; Teacher Certification; Ireland + Suchen Sie Ihr Suchwort? Career changes; Berufswechsel; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerverhalten; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Fortgeschrittenenunterricht; Problemlösen; Lehrqualifikation; Belief; Glaube; Bildungspraxis; Irland
Abstract	Out-of-field teaching refers to the practice of assigning teachers to teach subjects that do not match their training or education. This paper reports on a study evaluating the impact of a national professional development programme for out-of-field teachers of post-primary school mathematics in Ireland -- the Professional Diploma in Mathematics for Teaching. Evidence of impact was collected from three surveys. Two surveys evaluated changes in the prevalence of out-of-field teaching before and six years after the introduction of the programme. The third survey investigated programme graduates' beliefs about mathematics, mathematics teaching and mathematics learning, and reported changes in teaching practices. Outcomes of the programme included a reduction in out-of-field teaching of mathematics and increased opportunities for graduates to teach higher level mathematics in the senior post-primary years. These teachers also endorsed child-centred beliefs and reported teaching practices consistent with the problem-solving orientation of the new mathematics curriculum. The findings go some way towards testing a theory of teacher change in order to enhance our understanding of how professional development works to upskill out-of-field teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01