Initial education of future secondary mathematics teachers in Spain
type: CreativeWork
description: This dissertation aims at gaining insight into initial education programs for future secondary mathematics teachers in Spain, where nationwide empirical research is scarce. In 2008, Spain participated, along with 16 other countries, in the Teacher Education and Development Study in Mathematics (TEDS-M), an international comparative study which examined how different countries prepare future teachers to teach mathematics in primary and lower-secondary education. However, the Spanish participation in the study was limited to future teachers at primary education due to difficulties in collecting data from dispersed and difficult-to-reach future teachers at secondary education level. Additional studies, set up in the Spanish context, are based on the professional experiences and knowledge of their authors as responsible for the organization and development of initial teacher education programs, or are limited to data collected from one or two universities. In this sense, this research is considered pioneering in Spain. The starting point of this dissertation lies in an international comparison of initial education programs for future teachers at secondary education, followed by an in-depth description of the Spanish situation, focusing on the mathematics specialty. This approach helps to identify signi cant similarities and differences between countries and, in particular, to reveal two major signs of weakness within the Spanish context: the narrow mathematical background of the students enrolled in an initial education program for future secondary mathematics teachers, and the lack of a common nationwide framework establishing the competences to be mastered by the time the student teachers graduate. Both factors are tackled throughout the present dissertation. A second step in this research resides in the attempt to conceptualize future secondary mathematics teachers' subject-matter knowledge and competences. To this end, a comprehensive framework of thirty-three compe…
abstract: This dissertation aims at gaining insight into initial education programs for future secondary mathematics teachers in Spain, where nationwide empirical research is scarce. In 2008, Spain participated, along with 16 other countries, in the Teacher Education and Development Study in Mathematics (TEDS-M), an international comparative study which examined how different countries prepare future teachers to teach mathematics in primary and lower-secondary education. However, the Spanish participation in the study was limited to future teachers at primary education due to difficulties in collecting data from dispersed and difficult-to-reach future teachers at secondary education level. Additional studies, set up in the Spanish context, are based on the professional experiences and knowledge of their authors as responsible for the organization and development of initial teacher education programs, or are limited to data collected from one or two universities. In this sense, this research is considered pioneering in Spain. The starting point of this dissertation lies in an international comparison of initial education programs for future teachers at secondary education, followed by an in-depth description of the Spanish situation, focusing on the mathematics specialty. This approach helps to identify signi cant similarities and differences between countries and, in particular, to reveal two major signs of weakness within the Spanish context: the narrow mathematical background of the students enrolled in an initial education program for future secondary mathematics teachers, and the lack of a common nationwide framework establishing the competences to be mastered by the time the student teachers graduate. Both factors are tackled throughout the present dissertation. A second step in this research resides in the attempt to conceptualize future secondary mathematics teachers' subject-matter knowledge and competences. To this end, a comprehensive framework of thirty-three compe…
author: Muñiz Rodríguez, Laura
language: eng
keywords: Matemáticas y estadística, Profesión y situación del profesorado
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date published: 2017-11-15
date modified: 2026-07-24T03:41:18Z
provider: Universidad de Oviedo
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Universidad de Oviedo

PropertyValue
property ID: Handle
value: http://hdl.handle.net/10651/45638