| Developing professional knowledge and identities of non-specialist teachers of mathematics M Goos, A Bennison, S Quirke, N O’Meara, C Vale International Handbook of Mathematics Teacher Education: Volume 1, 211-240, 2019 | 6 | 2019 |
| Eliminating the fear of getting ‘caught out’: An examination of the development of out-of-field mathematics teachers’ professional self-understanding M Ní Ríordáin, M Goos, F Faulkner, S Quirke, C Lane, N O’Meara Out-of-field teaching across teaching disciplines and contexts, 241-259, 2022 | 4 | 2022 |
| Teaching mathematics out-of-field and the journey to obtaining mathematics teacher certification S Quirke Dublin City University, 2022 | 2 | 2022 |
| A Performative Lens on the Mathematic-related Teacher Identities of Out-of-field Mathematics Teacher-learners S Quirke University of Limerick, 2022 | 2 | 2022 |
| Teacher Professional Identity and Curriculum Reform S Quirke, L Espinoza, G Sensevy Mathematics Curriculum Reforms Around the World: The 24th ICMI Study, 455-468, 2023 | | 2023 |
| Considerations For Research For Issues Of Out-Of-Field Teaching S Quirke, N O'Meara, O Fitzmaurice | | |
| Educational policy reform documents:‘Oughtering’the designated identities of mathematics teachers S Quirke, PF Conway, N O’Meara, O Fitzmaurice SMEC2016 Organising Committee, 12, 0 | | |
