Out-of-field mathematics teaching is prevalent in the Irish context with findings from a national statistical study revealing that 48% of teachers teaching mathematics at post-primary education are unqualified and are primarily assigned to the lower years and weaker students (Ní Ríordáin & Hannigan, 2011). Accordingly, a two-year part-time Professional Diploma in Mathematics for Teaching (PDMT) has been established (2012) nationally to up skill these teachers. The programme is delivered in a blended learning format and is closely aligned with the needs of out-of-field mathematics teachers, the syllabus and the requirements of the Teaching Council for registration. As part of a comprehensive project evaluating the implementation of the PDMT, teachers’ beliefs about teaching and learning mathematics and their content and pedagogical knowledge of mathematics are evaluated on commencement and completion of the programme. Teachers’ perceptions of the programme are evaluated on a continuous basis to inform programme development. All data is collected quantitatively through online questionnaires and paper and pencil tests. This presentation will provide an overview of the PDMT and its key underpinnings and teachers’ perceptions of the programme, while also reporting on the content and pedagogical knowledge of out-of-field teachers on commencing the PDMT. Findings indicate wide variations and significant areas of weakness in out-of-field teachers’ conceptual understanding of mathematical topics and underdeveloped pedagogical knowledge on commencement of the programme. A general evaluation of participants’ perceptions of the programme highlights their satisfaction with the programme website and levels of support provided, while raising concerns surrounding the teachers’ lack of awareness of the commitment level required and teachers’ misconceptions regarding what the programme is preparing them for. Overall, such findings have significant implications for understanding areas in which out-of-field mathematics teachers need support and for designing effective continuing professional development programmes to ensure quality mathematics teaching (Darling-Hammond & Youngs, 2002). Keywords: out-of-field teaching; mathematics; pedagogical knowledge; subject knowledge; programme development

Darling-Hammond, L. & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25. Ní Ríordáin, M. & Hannigan, A. (2011). Who teaches our students mathematics at post-primary education in Ireland? Irish Educational Studies, 30(3), 289-304.