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Department of Education

Gosia Marschall

Departmental Lecturer in Mathematics Education

College Affiliation: St Antony's College

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.

 

  • Subjects Taught

    MSc Learning & Teaching

    PGCE

Publications:

  • Conference papers

    • Marschall, G, Watson, S (2019) Social cognitive theory as an integrated theory of mathematics teachers’ professional learning.

    • Marschall, G, Watson, S (2019) Teacher self-efficacy: a belief about personal teaching capabilities or about capabilities to bring about desired educational outcomes?.

    • Löwenhielm, A, Marschall, G, Sayers, J, Andrews, P (2018) Opportunities to acquire foundational number sense: A quantitative comparison of popular English and Swedish textbooks.

    • Petersson, J, Marschall, G, Sayers, J, Andrews, P (2018) Swedish year one teachers’ perspectives on homework in children’s learning of number: an ongoing controversy.

    • Marschall, G, Löwenhielm, A, Sayers, J, Andrews, P (2017) Year one teachers' views on parental involvement in children's early learning of number: an English case study..

    • Löwenhielm, A, Marschall, G, Sayers, J, Andrews, P (2017) Swedish teachers' perspectives on parental involvement in children's early learning of number..

    • Marschall, G, Sayers, J, Andrews, P (2017) A case study of 39 English and Swedish year one teachers’ perspectives on the role of homework in young children’s learning of number.

    • Andrews, P, Sayers, J, Marschall, G (2016) Developing foundational number sense: number line examples from Poland and Russia.

  • Journal articles

    • Marschall, G, Watson, S (2022) “Teacher self-efficacy as an aspect of narrative self-schemata”, Teaching and Teacher Education. 109 103568-103568.
      DOI: http://doi.org/10.1016/j.tate.2021.103568

    • Marschall, G (2021) “The role of teacher identity in teacher self-efficacy development: the case of Katie”, Journal of Mathematics Teacher Education.
      DOI: http://doi.org/10.1007/s10857-021-09515-2

    • Sayers, J, Petersson, J, Marschall, G, Andrews, P (2020) “Teachers’ perspectives on homework: manifestations of culturally situated common sense”, Educational Review. 74(5) 905-926.
      DOI: http://doi.org/10.1080/00131911.2020.1806786

    • Sayers, J, Marschall, G, Petersson, J, Andrews, P (2019) “English and Swedish teachers’ perspectives on the role of parents in year one children’s learning of number: manifestations of culturally-conditioned norms”, Early Child Development and Care. 191(5) 760-772.
      DOI: http://doi.org/10.1080/03004430.2019.1646741

    • Watson, S, Marschall, G (2019) “How a trainee mathematics teacher develops teacher self-efficacy”, Teacher Development. 23(4) 469-487.
      DOI: http://doi.org/10.1080/13664530.2019.1633392

    • Marschall, G, Andrews, P (2015) “Polish teachers’ conceptions of and approaches to the teaching of linear equations to grade six students: an exploratory case study”, Research in Mathematics Education. 17(3) 220-238.
      DOI: http://doi.org/10.1080/14794802.2015.1107498

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