OUT-OF-FIELD TEACHING MATHEMATICS TEACHERS

The out-of-field teaching phenomenon occurs when teachers teach mathematics without a formal qualification. Our general questions in this context are:

1. How do these teachers teach mathematics?
2. How can we describe their specific professional identity and which factors contribute to their mathematical identity formation?
3. What are specific characteristics of out-of-field teaching mathematics teachers concerning their mathematical beliefs, their related emotions, and their motivations?
4. What has to be considered when designing in-service programs for these teachers?

PROFESSIONAL DEVELOPMENT (PD)

PD for mathematics teachers plays an important role when a system of education wants to come up against political, social and educational changings. PD programs and in-service courses such as those provided by the German National Center for Teacher Education (DZLM) support those requirements. Currently, we compare the german public educational system (particularly teachers education) with commercial/private professional training by researching structures, basic conditions, and protagonists' intentions. In this inquiry I cooperate with Dr. Julian Bomert of the Berlin University for Professional Studies (DUW)