OUT-OF-FIELD TEACHING: A CASE STUDY ON NON-MATHEMATICS TEACHERS

TEACHING MATHEMATICS

A Concept Paper
Submitted to
Dr. Uni Grace P. Porras

In Partial Fullfilment
Of the Course
ED 703 – Qualitative Research Method

Submitted by:
Jeson M. Manza
St. Francis Xavier College

Glenn Paul C. Catoto

San Luis National High School

January 2019
 RATIONALE

The lived meaning of teaching defines teachers and their lived experiences in the

classroom are starting points of ‘being a teacher’ (Wagner & Okeke, 2009). But what if these

teachers are assigned to teach a subject out of their specialization? This study aims to highlight

concerns on out-of-field teaching.

Out-of-field teaching refers to the practice of teaching a subject, field or level of

schooling for which a teacher has neither a major or minor tertiary qualification. It occurs, for

example, when a teacher who has a major in Filipino is assigned to teach another subject area

such as Mathematics, Science and Physical Education for which they have no formal

qualifications. (McConney & Price, 2009)

Current scenario in San Luis National High School show that a considerable body of

mathematics lessons is taught by a junior high school teacher who has not been qualified as

mathematics teacher through any certified courses of study. Due to this missing course of study,

it can be assumed that he faces challenges concerning mathematical knowledge which in turn

affect his capability to be effective in the classroom and provide high quality teaching of

mathematics lessons.

This study is concerned with understanding the meaning of out-of-field teaching on three

main concerns: (1) Math Essentials; (2) Teacher Readiness; and (3) Math Content Knowledge

Acquisition. It seeks to understand through sharing the real-life experiences as he was found in

the field. Hence, we put emphasis on exploring out-of-field teachers` learning experiences on

how to teach mathematics.

 RESEARCH QUESTIONS

To explore out-of-field teachers` learning experiences, the main research questions of this

study shall be:

How do non-mathematics teachers experience learning how to teach Mathematics?

To answer the main question, the researches will use the following subquestions:

1. What knowledge & skills do non-mathematics teachers think are

important for Math teachers?

2. To what extent do non-mathematics teachers say they feel prepared to

teach Math?

3. How do non-mathematics teachers learn the knowledge required to

teach Math?

The search for answers to the above-mentioned questions was supported through the

theoretical and conceptual framework and involves a case study research approach. Assisted by

triangulation in the data gathering procedure with close observations, semi-structured interviews

and document analysis, the study offers sound, reliable information while the validity of the

study is underlined through offering information as it was found in the field (Van Manen, 1990).
 FRAMEWORK

Theoretical Framework

This research is anchored from the Western European Marxist known as Frankfurt

School, Critical Theory. It seeks human emancipation from slavery, and act as a liberating

influence and work as to create a world which satisfies the needs of human beings. (Horkhiemer,

1972). Caldwell and Harris (2008) define transformation in education as the significant and

sustained change that should secure success for students in all settings. They further stated that

successful transformation includes intellectual capital, social capital, spiritual capital and

financial capital combined with excellent management and governance. In this study,

transformation is defined as the process of change to better the effectiveness of the teaching and

learning environment. The study also highlights transformation as a process where teachers

move from the familiar to unfamiliar, often into out-of-field positions and what it means for their

effectiveness.

Moreover, constructivism also emphasized the way people learn. Hyslop-Margison and

Strobel (2008) explain that the concept of constructivism defines the nature of human knowledge

as diverse and supports the idea that the demonstration of knowledge is personal and

individualistic even though it is formed through active social encounters. Constructivism is how

the individual views the world through personal experiences, personal history and predisposition

(Wenger, 2009). In this study, the concept of constructivism refers to the process connected to

teaching and learning that takes place in classrooms. It says that people acquire knowledge

through experiences and reflecting those experiences. In short, people are active creator of their

own knowledge. Thus, we must ask questions, explore and assess what we know.
Conceptual Framework

Math
Essentials

Out-of-FieldTeacher Learning Experiences Teacher

Readiness

Math Content
Knowledge
Acquisition
 METHODS

This study will use qualitative research approach. The study is a case study because it

seeks greater insights to understand the current situations of out-of-field teachers. It will use

thematic and deductive analysis to analyse the data that will be gathered.

Data Collection Procedures

The target respondent of the study is a junior high school teacher from San Luis National

High School who is non mathematics major and has been teaching mathematics for three years

now. The researchers will seek permission from the school administrator to conduct the research

in their school. The researcher will then communicate to the teacher (participant) to solicit

cooperation in gathering relevant data.

In order to collect data and provide answers to the research questions, triangulation in the

data gathering procedure with close observations, semi-structured interviews and document

analysis will be administered. Triangulation involves two or more data collection methods

(Cohen et al., 2011). In this study, interpretations of interviews and classroom observations were

triangulated with document analysis. It provides the study with validity and reliability but

additionally allows us to move beyond a narrow view of the lived experience (Chambliss &

Schutt, 2003). Triangulation of the data gathering sources provided an opportunity to dig deeper

while interpreting the interviews, observations, and documents to form a more holistic and valid

view of what really happens in the field (Hammersley, 2006; Oliver-Hoyo & Allen, 2006). Thus

this study offers sound, reliable information while the validity of the study is underlined through
offering information as it was found. We will also collect the teacher’s diary on how she was

able to deliver mathematics lessons. In addition, we will observe how she handles math classes.

Data Collection Instruments

1. Close conversations and semi-structured interviews

Interviews produce first-person accounts of the participants’ lived experiences in relation

to the out-of-field teaching practices and influences on their everyday working environments

(Freebody, 2003). We will invest extended time and attention to develop a rapport and trusting

relationships with the participant in order to work together as co-interpreters of meaning through

the language that was shared during interviews, reflections and broad explanations of

participants’ lived experiences (Laverty, 2003). We will engage in informal and close

conversations in addition to the one-on-one, semi-structured interviews with the selected

participants as the primary source of data collection. The close conversation offered openness

and encouraged participants to describe their real-life experiences about out-of-field teaching and

classroom practices (Nykiel, 2007). We will observe and listen to the specific language and hear

what is really said behind the words and we will prompt more sharing through further

individually focused and personal questions when these were deemed appropriate or necessary

(Gadamer; Wengraf, 2001). In addition, the interview guidelines enabled me to break the

research question and sub-questions down into interview questions (Cohen et al., 2011).
2. Close Observations

We will use close observations to record our encounters in the presence of the out-of-

field teacher actively involved in the teaching and learning environment. Observation records

support an in-depth understanding of the real-life experiences in classrooms with specific focus

on teacher dispositions, classroom management strategies, skills, pedagogies and behavioural

attitudes. We will include classroom observations in an attempt to explore and investigate the

lived meaning of out-of-field teaching for teaching and learning while it was happening. The

close observation of the out-of-field teacher will take place according to an observation protocol

which will observe teacher confidence; teacher and student dispositions; teacher/student

relationship; non-verbal communication; classroom pedagogies and strategies, collaboration; and

classroom management.

3. Document Analysis

Analysis of documents sought to understand if an awareness about the out-of-field

experience found a place on agendas and minutes of staff and subject meetings, or in reports of

mentor teacher feedback and professional development documentation. In addition to official

documents, we will use a field diary as a log book and recording of reflective notes to capture the

information to support the analysis we will undertake. The analysis of documents offers unique

data that sometimes might be overlooked or left unnoticed (Lincoln & Denzin, 2003).
Data Processing and Analysis

This study follows a structure that illustrates the interrelationship between themes. It is

however a process which involves identifying patterns within each theme as clusters of meaning

(Smith et al.). In order to translate observations, interviews and document analysis into concepts

and clusters of meaning, colour coding focused on common structures will be made. We aim to

conceptualize context through identifying clusters of meaning with the help of the different

lenses through which participants viewed the lived meaning of out-of-field teaching. The

analysis procedures will be started simultaneously with the data collection process in the form of

immediate reflections in a field diary, interpretations, and narrative report writing. Transcripts

will be completed soon after interviews.

The colour coded responses of each participant were organised under the theme headings,

which included general emotions, perceptions and expectations, school leadership, classroom

and behaviour management, school community and pedagogical content knowledge. These

responses will be interpreted “to bring together clearly related” (Smith et al., 2010, p. 97)

categories according to typical and frequent elements such as keywords and key phrases, giving

us an overall view to uncover patterns in the data (Cohen et al., 2011; Smith et al.). Also by the

help of the software, MaxQDA.

We will spend extensive time reflecting on single subjects to interpret what is really said

(document reviews, interviews and observation memos), comparing the data, extracting and

coding significant statements, and creating themes and textual descriptions of the essential
components of participant experiences to develop a deeper understanding of what the experience

meant for him.

The results will be made under specific headings and sub-headings with the aim of

offering the whole picture through all the themes emerged from the interview, observation and

document data. We will rely on interpretation, intuition and personal judgment to analyze the

data. We will carefully and attentively listen to recorded audios repeatedly while also keeping

hard copies of the interview transcriptions to examine when needed. Interpretation and analysis

will be stored in a database protected by a password, as well as a physical system containing the

raw data, field notes/field diary and documents, transcripts, and audio recordings in a sealed

envelope. Answers given by the participant will be held with utmost confidentiality.

Expected Outputs

The researchers expect that the study will adduce the existing problems encountered by

out-of-field teachers in handling and teaching mathematics. The research will aid in the design

and implementation of teaching strategies and instructional materials to help these teachers

deliver the lessons easily and effectively to students.

REFERENCES

 Mcconeey A.,& Price (2009). Teaching Out-of-Field in Western Australia.

Australian Journal of Teacher Education, 34(6)

 Du Plessis (2013). Understanding the Out-of-Field Teaching Experience

British Journal of Sociology of Education, 36