Journal article
Contextual factors affecting out-of-field teaching of mathematics in Australia
ZDM, Vol.Advanced access
30-Sep-2026
Abstract
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.
Details
- Title
- Contextual factors affecting out-of-field teaching of mathematics in Australia
- Authors
- Emily Ross (Corresponding Author) - The University of QueenslandGreg Oates - University of TasmaniaMerrilyn Goos - University of the Sunshine CoastLinda Hobbs - Deakin UniversityOsman Kasimu - University of TasmaniaJanet Dutton - Macquarie UniversitySeamus Delaney - Deakin UniversitySusan Caldis - Macquarie UniversityConnie Cirkony - Monash UniversityChristopher Speldewinde - Southern Cross UniversityKaren Shelley - Macquarie UniversityTrevor Mccandless - Deakin University
- Publication details
- ZDM, Vol.Advanced access
- Publisher
- Springer
- DOI
- 10.1007/s11858-026-01847-8
- ISSN
- 1863-9704
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Organisation Unit
- School of Education and Tertiary Access; School of Health - Public Health
- Language
- English
- Record Identifier
- 991264974602621
- Output Type
- Journal article
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