Configuration of the mathematics teaching enhancement initiative supportive tool for out-of-field grade 9 teachers in the Mpumalanga Province of South Africa

Abstract

South Africa is faced with perennial challenges in improving mathematics education, especially those associated with addressing pedagogical needs of the out-of-field teachers. These are teachers who are assigned to teach mathematics without acquiring formal training or having sufficient subject knowledge. Having realized the plight of these teachers, this study focused on configuring and enhancing the Mathematics Teaching Enhancement Initiative (MTEI), which largely constituted a community of practice-based supportive tool that was specifically developed to improve teaching practices and subject content knowledge of the out-of-field grade 9 mathematics teachers in the Mpumalanga province. Using Wenger’s theory of social learning and Vygotsky’s sociocultural theory, the study followed a pragmatist paradigm and employed a sequential explanatory mixed-methods design. Using purposive sampling procedures, four out-of-field teachers in grade 9 mathematics classrooms were selected in the two circuits (Insikazi and White River) to participate in the study. Quantitative data were sourced using pre- and post-assessments and lesson observations. The qualitative data was generated through reflective group interviews to document respondents’ experiences and perceptions of the MTEI supportive tool. The main research question explored how the design features and implementation of MTEI effectively addressed the instructional challenges that the out-of-field teachers encountered in the selected schools in the Mpumalanga province. The study findings revealed that the MTEI intervention can significantly enhance and bolster aspects of teachers’ mathematics content knowledge (MCK), pedagogical content knowledge (PCK) and instructional practices in mathematics classrooms. In addition, the study revealed that teachers were able to identify key features of MTEI that they appraised as essential and useful for effective instructional support, professional growth and pedagogical enrichment in relation to initiatives of collaborative community of practice. This study contributes to the limited body of knowledge and research towards professional development tools specifically configured for out-of-field mathematics teachers. The insights offer practical and context sensitive recommendations for designing and implementing induction and support educational initiatives that are aimed at strengthening the teaching capacity and professional fluency of out-of-field mathematics teachers in South Africa, and in similar contexts.