Lived Experiences of Social Studies Teachers Handling National Mathematics Program: Basis for Professional Training Intervention Program

As a social studies teacher, I’ve devoted my career to helping students explore the complexities of history and society, encouraging meaningful discussions that link the past to the present. Mathematics, with its numbers and formulas, always felt like a separate world from my area of expertise. However, with recent shifts in educational priorities and a shortage of math teachers, I unexpectedly found myself stepping into the unfamiliar territory of teaching mathematics. This transition not only pushed me to rethink my teaching approaches but also highlighted the urgent need for professional development that supports educators adapting to new roles. The issue of teachers instructing subjects outside their areas of expertise, known as out-of-field teaching, is a significant concern globally. This practice often arises due to teacher shortages or mismanagement, leading educators to teach subjects for which they lack formal training. Out-of-field teaching is widespread across various education systems. For instance, the 2018 Teaching and Learning International Survey (TALIS) reported that in at least 40 education systems, over 12% of lower secondary science and mathematics teachers lacked formal education or training in these subjects. In countries like Georgia and Saudi Arabia, fewer than 60% of science and mathematics teachers had received training in their respective subjects. In the United States, data from the 1990-91 Schools and Staffing Survey indicated that approximately 25% of public school students enrolled in mathematics classes in grades 7-12 were taught by teachers without at least a minor in mathematics or mathematics education.