The study addresses the persistent challenge of improving mathematics education in South Africa, focusing on supporting out-of-field teachers-those teaching mathematics without formal training or sufficient subject knowledge. It investigates the Mathematics Teaching Enhancement Initiative (MTEI), a community of practice-based tool designed to strengthen grade 9 out-of-field teachers' content knowledge, pedagogical skills, and classroom practices in Mpumalanga province. Guided by Wenger's social learning theory and Vygotsky's sociocultural theory, the study used a sequential explanatory mixed-methods design involving four teachers. Data was collected through pre- and post-assessments, lesson observations, and reflective interviews. Findings show that the MTEI significantly improved teachers' mathematical content knowledge (MCK), pedagogical content knowledge (PCK), and instructional practices. Teachers identified collaborative and supportive features of MTEI as valuable for their professional growth and teaching effectiveness. Overall, the study highlights MTEI's potential as a context-sensitive professional development model for out-of-field mathematics teachers.
The study addresses the persistent challenge of improving mathematics education in South Africa, focusing on supporting out-of-field teachers-those teaching mathematics without formal training or sufficient subject knowledge. It investigates the Mathematics Teaching Enhancement Initiative (MTEI), a community of practice-based tool designed to strengthen grade 9 out-of-field teachers' content knowledge, pedagogical skills, and classroom practices in Mpumalanga province. Guided by Wenger's social learning theory and Vygotsky's sociocultural theory, the study used a sequential explanatory mixed-methods design involving four teachers. Data was collected through pre- and post-assessments, lesson observations, and reflective interviews. Findings show that the MTEI significantly improved teachers' mathematical content knowledge (MCK), pedagogical content knowledge (PCK), and instructional practices. Teachers identified collaborative and supportive features of MTEI as valuable for their professional growth and teaching effectiveness. Overall, the study highlights MTEI's potential as a context-sensitive professional development model for out-of-field mathematics teachers.
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