Mathematics teacher educators in the Spanish context: a glance at their beliefs and perceived competence
Mathematics Teacher Educators [MTEs] have been a subject of interest in recent years since researchers consider beliefs, and perceived competence to be a fundamental part of MTEs as they affect MTEs’ teaching practice. In this study, a mixed analysis is carried out regarding the beliefs and perceive...
| Autores: | , , |
|---|---|
| Tipo de documento: | artigo |
| Data de publicação: | 2025 |
| País: | España |
| Recursos: | Universidad Pontificia de Salamanca |
| Repositório: | RUO. Repositorio Institucional de la Universidad de Oviedo |
| Idioma: | inglês |
| OAI Identifier: | oai:digibuo.uniovi.es:10651/80739 |
| Acesso em linha: | https://hdl.handle.net/10651/80739 |
| Access Level: | Acceso aberto |
| Palavra-chave: | beliefs mathematics Spanish context teacher educators |
| Resumo: | Mathematics Teacher Educators [MTEs] have been a subject of interest in recent years since researchers consider beliefs, and perceived competence to be a fundamental part of MTEs as they affect MTEs’ teaching practice. In this study, a mixed analysis is carried out regarding the beliefs and perceived competence of MTEs in Spain under the theoretical framework of the Mathematics Teacher Educator’s Specialised Knowledge [MTESK] model. Additionally, the relationships between these aspects are examined. The results indicate that some of the MTESK's subdomains rank higher in the MTEs’ relevance. Results exhibit differences regarding MTEs' perceived competence but similar beliefs. Consequently, MTEs could be classified into three clusters based on their perceived competence. |
|---|