Are Secondary Mathematics Student TeachersReady for the Profession?a Multi-actorPerspective on Mathematics Student Teachers’Mastery of Related Competences
- Laura Muñiz-Rodríguez 1
- Pedro Alonso 1
- Rodríguez-Muñiz, Luis J. 1
- Martin Valcke 2
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1
Universidad de Oviedo
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2
Ghent University
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- Álvaro Herrero (ed. lit.)
- Carlos Cambra (ed. lit.)
- Daniel Urda (ed. lit.)
- Javier Sedano (ed. lit.)
- Héctor Quintián (ed. lit.)
- Emilio Corchado (ed. lit.)
Editorial: Springer Suiza
ISBN: 3-030-57798-8, 3-030-57799-6
Año de publicación: 2021
Páginas: 3-10
Congreso: International Conference on EUropean Transnational Educational (ICEUTE) (11. 2020. Burgos)
Tipo: Aportación congreso
Resumen
Initial teacher education programs are expected to provide student teachers with the necessary competences to develop themselves as teachers. This article studies the extent to which initial teacher education programs achieve this purpose according to different context-, input-, process-, and output-indicators (CIPO) by adopting a multi-actor focus. We illustrate this approach based on initial teacher education programs for secondary mathematics student teachers in Spain. Data were gathered through an online survey administered to 315 participants, including student teachers (95), teacher educators (95), mentors (96) and graduate teachers (29). The results reflect that initial teacher education programs are rather moderately effective in view of preparing future secondary mathematics teachers for the profession. More specifically, the perceptions of student and graduate teachers indicate clear quality problems regarding future teachers’ mastery of teaching competences. Implications and directions for future research are discussed.