Name
MARSCHALL, Malgorzata
Position and Affiliated Institution
Assistant Professor in Teacher Professional Learning
Faculty of Education, University of Cambridge, England
Degree
PhD in Mathematics and Teacher Education
Education and Academic Employment
| Education | |
| 2002 | BEng in Applied Mathematics, University of Gdansk, Poland |
| 2014 | MEd in International Perspectives in Mathematics Education, University of Cambridge, England |
| 2021 | PhD in Mathematics (Teacher) Education, University of Stockholm, Sweden |
| Academic Employment | |
| 2014–2016 | Seconded Mentor on Secondary Mathematics PGCE Faculty of Education, University of Cambridge, England |
| 2015–2016 | Affiliated Lecturer, Faculty of Education, University of Cambridge in partnership with MEI, England (Teaching Advanced Maths. In-service Mathematics Teacher PD) |
| 2016–2022 | Teaching Associate Secondary Maths PGCE Faculty of Education, University of Cambridge, England |
| 2022 | Departmental Lecturer in Mathematics and Teacher Education, Department of Education, University of Oxford, England |
| 2023-present | Assistant Professor in Education (Teacher Professional Learning), Faculty of Education, University of Cambridge, England (Secondary Maths and Professional Studies PGCE, Mathematics Education, Educational Leadership and Improvement, Mentoring in Teacher Education) |
Research Topic
Teacher Professional Learning, Teacher Self-efficacy, Teacher Identity, Teacher Agency
Fields of Research Interest
Mathematics Education, Teacher Education and Teacher Professional Learning, Beliefs and Affect in Mathematics Education, Mathematics Teacher Wellbeing
Academic Publications
- Marschall, G., Sumpter, L., Watson, S. (in print) A phenomenological response to the cognitive-discursive debate in the case of beliefs conceptualisation in mathematics education
- Marschall, G., Watson, S., Kimber, E., Major. L. (2024) A transdisciplinary study of a novice mathematics teacher’s instructional decision-making. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09653-3
- Marschall, G. (2023). Teacher self-efficacy sources during secondary mathematics initial teacher education. Teaching and Teacher Education, TATE_104203. https://doi.org/10.1016/j.tate.2023.104203
- Marschall, G., & Watson, S. (2022). Teacher self-efficacy as an aspect of narrative self-schemata. Teaching and Teacher Education, 109, 1-10. https://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, 1-23. https://doi.org/10.1007/s10857-021-09515-2
