Abstract
This paper presents an exploratory analysis of contemporary curricular and professional qualification policies in the Scottish education system, focusing on minimum qualification thresholds for mathematics teaching. The study examines how veteran secondary mathematics practitioners perceive the structural and pedagogical implications of using an SCQF Level 5 qualification baseline for primary and out-of-field educators within the Broad General Education. Grounded in Michael Young’s ‘powerful knowledge’ paradigm and the Three Futures framework, the paper analyses systemic tensions between educational genericism and disciplinary mastery. Adopting an interpretivist framework, the study employs Reflexive Thematic Analysis (RTA) to evaluate qualitative data drawn from the asynchronous written reflections of a purposive cohort of six veteran secondary mathematics teachers. The analysis indicates that participants view the lower qualification ceiling as institutionalising an instrumental approach that disconnects early secondary curricula from formal abstract structures, such as algebra and deductive proof. Furthermore, this constraint is seen as potentially limiting a practitioner’s capacity to navigate non-routine pupil inquiry, thereby encouraging a retreat to procedural delivery. The paper concludes that these minimum entry standards, compounded by out-of-field deployment, risk exacerbating regional educational stratification, potentially compromising the long-term STEM pipeline and straining the egalitarian aspirations of the Scottish educational model.