Prior knowledge in translation: out-of-field teachers crossing into mathematics teaching communities

Fri, 07 Aug 2026 00:05:00 +0000

Abstract

Out-of-field (OOF) teaching is a pervasive reality in education, especially for mathematics instruction. Research has documented OOF teachers’ pedagogical challenges and knowledge gaps. However, a singular focus on remediating these deficits may overlook OOF teachers’ prior knowledge. Grounded in the Landscapes of Practice (LoP) framework, this study takes an asset-oriented approach to teachers’ diverse disciplinary backgrounds. It provides an alternative lens to explore the latent educational value of teachers’ diverse disciplinary backgrounds. We aim to understand how OOF mathematics teachers negotiate their prior knowledge within entrenched educational systems. To explore this dynamic, we conducted a two-phase ethnographic study in three schools in Northwest China. The findings reveal divergent patterns of mutual shaping between OOF mathematics teachers and school mathematics communities. These teachers used knowledgeability to translate prior disciplinary expertise into mathematics Pedagogical Content Knowledge (PCK); also, knowledgeability and social skill supported the teaching group’s adoption of a translated practice. Ultimately, we advocate for an asset-oriented professional development programme that helps teachers translate prior disciplinary knowledge into mathematics PCK and possibly fosters organisational renewal.

Out-of-Field Teaching on Yisu Zhou

Prior knowledge in translation: out-of-field teachers crossing into mathematics teaching communities

Abstract