Research Article
A Critical Examination of the Impacts and Lessons Learned from a Professional Development Program for Out-of-Field Mathematics Teachers
Catherine Paolucci 
,
Máire Ní Ríordáin,
Laura O’Dwyer
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Paolucci C, Ríordáin MN, O’Dwyer L. A critical examination of the impacts and lessons learned from a professional development program for out-of-field mathematics teachers. . 2021;6(1):47-62. doi: 10.12973/ejmse.2.1.47
Paolucci, C., Ríordáin, M. N., & O’Dwyer, L. (2021). A critical examination of the impacts and lessons learned from a professional development program for out-of-field mathematics teachers. European Journal of Mathematics and Science Education, 6(1), 47-62. https://doi.org/10.12973/ejmse.2.1.47
Paolucci Catherine, Máire Ní Ríordáin, and Laura O’Dwyer. "A Critical Examination of the Impacts and Lessons Learned from a Professional Development Program for Out-of-Field Mathematics Teachers," European Journal of Mathematics and Science Education 6, no. 1 (2021): 47-62. https://doi.org/10.12973/ejmse.2.1.47
Paolucci, C Ríordáin, MN & O’Dwyer, 2021, 'A critical examination of the impacts and lessons learned from a professional development program for out-of-field mathematics teachers', European Journal of Mathematics and Science Education, vol. 6, no. 1, pp. 47-62. Paolucci, Catherine et al. "A Critical Examination of the Impacts and Lessons Learned from a Professional Development Program for Out-of-Field Mathematics Teachers." European Journal of Mathematics and Science Education, vol. 6, no. 1, 2021, pp. 47-62, https://doi.org/10.12973/ejmse.2.1.47.
Abstract
As international concerns about the prevalence of out-of-field teaching have grown, so have discussions about how to support out-of-field teachers. In Ireland, the Professional Diploma in Mathematics for Teaching, a two-year professional development program, was created for out-of-field mathematics teachers. A pre-test, post-test, and final survey examined the program’s impact on participating teachers’ mathematical knowledge, confidence in teaching curricular content, and classroom practice. Findings offer evidence of development in participating teachers’ mathematical knowledge and self-efficacy after completing the program. They also raise important concerns about persistent weaknesses in participating teachers’ mathematical knowledge, particularly related to key areas of the curriculum.
Keywords: Out-of-field teachers, professional development, mathematics teacher education, mathematical knowledge for teaching.
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