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]
1. [1] Universidad de Oviedo
  
  Universidad de Oviedo
  
  Oviedo, España
2. [2] Ghent University
  
  Ghent University
  
  Arrondissement Gent, Bélgica
Localización: The 11th International Conference on EUropean Transnational Educational: (ICEUTE 2020) / Álvaro Herrero Cosío (ed. lit.) , Carlos Cambra Baseca (ed. lit.) , Daniel Urda Muñoz (ed. lit.) , Javier Sedano Franco (ed. lit.) , Héctor Quintián Pardo (ed. lit.) , Emilio Santiago Corchado Rodríguez (ed. lit.) , 2021, ISBN 3-030-57798-8, págs. 3-10
Idioma: inglés
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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.