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Contextual factors affecting out-of-field teaching of mathematics in Australia
Journal article   Open access   Peer reviewed

Contextual factors affecting out-of-field teaching of mathematics in Australia

Emily Ross, Greg Oates, Merrilyn Goos, Linda Hobbs, Osman Kasimu, Janet Dutton, Seamus Delaney, Susan Caldis, Connie Cirkony, Christopher Speldewinde, …
ZDM, Vol.First online, pp.1-13
30/09/2026
DOI: https://doi.org/10.1007/s11858-026-01847-8
Appears in  Recent Faculty of Education Publications
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Published (Version of record) Open CC BY V4.0

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Abstract

Out-of-field teaching Mathematics Professional education Initial teacher education Workplace learning
Out-of-field (OOF) mathematics teaching remains a persistent challenge internationally, driven by ongoing teacher shortages and difficulties staffing mathematics classrooms with appropriately qualified teachers. While previous research has focused on the prevalence, consequences, and lived experiences of OOF teaching, less attention has been given to the pathways through which teachers may develop towards in-field practice. This study examines stakeholder perspectives on three pathways identified in the literature as supporting the development of subject expertise: initial teacher education (ITE), workplace learning and support, and professional education (PE). Semi-structured interviews were conducted with 11 stakeholders involved in mathematics teacher education, professional learning, policy, and professional associations. Data were analysed using a hybrid thematic approach that combined deductive coding according to the three pathways with inductive analysis of themes emerging within each pathway. Findings indicate that stakeholders viewed ITE, workplace learning, and PE as complementary rather than competing pathways, each offering distinct opportunities and challenges. Key contextual conditions influencing movement towards in-field practice included workforce shortages, limited recognition of mathematics re-specialisation, and the role of professional identity in shaping engagement with learning opportunities. While each pathway was viewed as valuable, none was considered sufficient in isolation. The study highlights the importance of pathway coherence, suggesting that supporting OOF mathematics teachers requires stronger connections between pathways and professional systems that recognise, support, and value the development of mathematics expertise throughout teachers’ careers. The findings contribute to international discussions concerning teacher workforce sustainability, mathematics teacher expertise, and pathways towards in-field practice.

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