Dr. Gosia Marschall is a Departmental Lecturer and a researcher in Mathematics and Teacher Education at the Department of Education, University of Oxford.
After having taught secondary and post-16 mathematics for over a decade, Gosia completed her MEd in International Perspectives in Mathematics Education at the Faculty of Education, University of Cambridge. Following that, during years 2016-2021, Gosia worked at the University of Cambridge as a Teaching Associate in Mathematics Education. This involved working with pre-service secondary mathematics teachers (on the faculty’s PGCE programme) and with in-service mathematics teachers participating in Teaching Advanced Mathematics professional development programme (co-run by the Faculty of Education and Mathematics Education and Innovation—MEI charity organisation). During this time, she also completed her PhD study at the University of Stockholm, which concluded in a thesis entitled “Reconceptualising teacher self-efficacy in relation to teacher identity: A longitudinal phenomenological study of pre-service secondary mathematics teachers during initial teacher education”. In 2022, Gosia joined the Department of Education team at the University of Oxford where, while continuing with her research, she teaches on the PGCE and Masters programmes.
Gosia’s main research agenda revolves around the concepts of affect, beliefs, values and identity in Mathematics (Teacher) Education. Her work is predominantly abductive and phenomenological, engaging with qualitative case studies and theory. The main branch of her research focuses on developing understanding of how (mathematics) teachers learn during initial teacher education and throughout their career. By drawing on theoretical and empirical research perspectives from education, sociology, social psychology and cognitive neuroscience, Gosia pursues the goal of (re)conceptualizing teacher professional learning as a process which integrates teacher knowledge, teacher self-efficacy, affect and agency, and teacher identity; all that while keeping teachers and their professional growth, fulfilment and wellbeing at heart. This work relates further to her research in secondary mathematics teacher actions and decision making in the classroom.
Gosia’s secondary research interest relates to the teaching and learning early algebra. In particular, in her MEd dissertation project she explored Polish teachers’ conceptions and approaches to teaching linear equations.
