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Designing a national blended learning program for "out-of-field" mathematics teacher professional development

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dc.contributor.author Goos, Merrilyn
dc.contributor.author O'Donoghue, John
dc.contributor.author Ní Ríordáin, Máire
dc.contributor.author Faulkner, Fiona
dc.contributor.author Hall, Tony
dc.contributor.author O'Meara, Niamh
dc.date.accessioned 2020-04-01T14:48:38Z
dc.date.issued 2020
dc.identifier.issn 1863-9690
dc.identifier.uri http://hdl.handle.net/10344/8679
dc.description peer-reviewed en_US
dc.description.abstract "Out-of-field" teaching refers to the practice of assigning secondary school teachers to teach subjects that do not match their training or education. This practice is an issue of concern in many countries around the world, and seems particularly prevalent in the teaching of mathematics. The aim of this paper is to analyse the design principles underpinning the development and delivery of a blended learning program of professional development for out-of-field teachers of secondary school mathematics in Ireland. Three theoretical frameworks inform our analysis of the blended learning design. The first identifies critical dimensions of blended learning environments as a boundary object facilitating coordination of face-to-face and computer-mediated instruction. The second framework conceptualises out-of-field teaching as a boundary-crossing event, and identifies contextual factors, support mechanisms and personal resources that influence identity formation in out-of-field teachers as they move between different disciplinary fields. The third framework identifies the structural and core features of effective teacher professional development: the form, duration and coherence of activities; nature of teacher participation; focus on (mathematical) content knowledge; and opportunities to engage in active learning. The original contribution made by our analysis is to integrate these frameworks within a blended learning context, with the aim of identifying the distinctive features of the Professional Diploma in Mathematics for Teaching afforded by this delivery mode. en_US
dc.language.iso eng en_US
dc.publisher Springer en_US
dc.relation.ispartofseries ZDM;
dc.rights The original publication is available at www.springerlink.com en_US
dc.subject Blended learning en_US
dc.subject Boundary crossing en_US
dc.subject Mathematics teacher professional development en_US
dc.subject Out-of-field teaching en_US
dc.title Designing a national blended learning program for "out-of-field" mathematics teacher professional development en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2020-04-01T14:34:23Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1007/s11858-020-01136-y
dc.date.embargoEndDate 2020-08-04
dc.embargo.terms 2020-08-04 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2945049
dc.internal.copyrightchecked Yes
dc.description.status peer-reviewed


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