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Are Secondary Mathematics Student Teachers Ready for the Profession? A Multi-actor Perspective on Mathematics Student Teachers’ Mastery of Related Competences

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The 11th International Conference on EUropean Transnational Educational (ICEUTE 2020) (ICEUTE 2020)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 1266))

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Abstract

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.

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Acknowledgements

This research has been partially supported by the Spanish MINECO project (TIN2017-87600-P).

Author information

Authors and Affiliations

  1. Department of Statistics and Operational Research and Mathematics Education, University of Oviedo, Oviedo, Spain

    Laura Muñiz-Rodríguez & Luis J. Rodríguez-Muñiz

  2. Department of Mathematics, University of Oviedo, Oviedo, Spain

    Pedro Alonso

  3. Department of Educational Studies, Ghent University, Ghent, Belgium

    Martin Valcke

Authors
  1. Laura Muñiz-Rodríguez
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  2. Pedro Alonso
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  3. Luis J. Rodríguez-Muñiz
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  4. Martin Valcke
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Corresponding author

Correspondence to Laura Muñiz-Rodríguez .

Editor information

Editors and Affiliations

  1. Grupo de Inteligencia Computacional Aplicada (GICAP), Departamento de Ingeniería Informática, Escuela Politécnica Superior, Universidad de Burgos, Burgos, Spain

    Álvaro Herrero

  2. Grupo de Inteligencia Computacional Aplicada (GICAP), Departamento de Ingeniería Informática, Escuela Politécnica Superior, Universidad de Burgos, Burgos, Spain

    Carlos Cambra

  3. Grupo de Inteligencia Computacional Aplicada (GICAP), Departamento de Ingeniería Informática, Escuela Politécnica Superior, Universidad de Burgos, Burgos, Spain

    Daniel Urda

  4. Technological Institute of Castilla y León, Burgos, Spain

    Javier Sedano

  5. Department of Industrial Engineering, University of A Coruña, La Coruña, Spain

    Héctor Quintián

  6. University of Salamanca, Salamanca, Spain

    Emilio Corchado

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Muñiz-Rodríguez, L., Alonso, P., Rodríguez-Muñiz, L.J., Valcke, M. (2021). Are Secondary Mathematics Student Teachers Ready for the Profession? A Multi-actor Perspective on Mathematics Student Teachers’ Mastery of Related Competences. In: Herrero, Á., Cambra, C., Urda, D., Sedano, J., Quintián, H., Corchado, E. (eds) The 11th International Conference on EUropean Transnational Educational (ICEUTE 2020). ICEUTE 2020. Advances in Intelligent Systems and Computing, vol 1266. Springer, Cham. https://doi.org/10.1007/978-3-030-57799-5_1

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