Professional learning for out-of-field mathematics teachers: priorities and perspectives from teachers and school leaders

Teacher shortages in Australia have led to a growing number of out-of-field (OOF) teachers delivering mathematics in secondary schools, raising concerns about the quality of instruction. This study investigates the professional learning priorities for OOF mathematics teachers from the perspectives of Queensland school leaders and teachers themselves. Drawing on conceptualisations of teacher knowledge, the research employed a two-phase design: interviews with seven school leaders and a questionnaire completed by 20 mathematics teachers. Data were analysed using a hybrid inductive – deductive thematic approach to identify key knowledge domains valued in practice and consequent opportunities for professional development. Findings indicate that school leaders prioritise Common Content Knowledge and elements of Knowledge of Content and Students and Knowledge of Content and Teaching, often assigning primary-trained teachers to junior secondary mathematics roles. Teachers reported lower confidence with senior mathematics content, teaching problem-solving and reasoning, and using inquiry-based approaches, likely connected with their specialised content and horizon knowledges. Insights inform professional learning strategies to strengthen mathematics knowledge for teaching among both experienced and OOF teachers.