Exploring mathematics teacher educators’ knowledge through in- service mathematics teachers’ perceptions

Mathematics Teacher Educators (MTEs) play a crucial role in advancing effective mathematics education, as they are responsible for preparing future mathematics teachers. In recent years, increasing attention has been paid to investigating MTEs’ professional knowledge. However, most existing research...

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Autores: Giadas Álvarez, Pablo|||0000-0001-5944-523X, Cibien, Maria Chiara, Muñiz Rodríguez, Laura|||0000-0001-7487-5588, Ferretti, Federica, Rodríguez Muñiz, Luis José|||0000-0001-8702-8361
Formato: artículo
Fecha de publicación:2025
País:España
Recursos:Universidad de Oviedo (UNIOVI)
Repositorio:RUO. Repositorio Institucional de la Universidad de Oviedo
Idioma:inglés
OAI Identifier:oai:digibuo.uniovi.es:10651/81566
Acesso em linha:https://hdl.handle.net/10651/81566
Access Level:acceso abierto
Palavra-chave:Mathematical Knowledge
Mathematics Teacher
Mathematics Teacher Educator
Pedagogical Content Knowledge
Perceptions
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spelling Exploring mathematics teacher educators’ knowledge through in- service mathematics teachers’ perceptionsGiadas Álvarez, Pablo|||0000-0001-5944-523XCibien, Maria ChiaraMuñiz Rodríguez, Laura|||0000-0001-7487-5588Ferretti, FedericaRodríguez Muñiz, Luis José|||0000-0001-8702-8361Mathematical KnowledgeMathematics TeacherMathematics Teacher EducatorPedagogical Content KnowledgePerceptionsMathematics Teacher Educators (MTEs) play a crucial role in advancing effective mathematics education, as they are responsible for preparing future mathematics teachers. In recent years, increasing attention has been paid to investigating MTEs’ professional knowledge. However, most existing research has focused primarily on self-studies, wherein MTEs examine their own knowledge and practice, often without considering the perspectives of other professionals. This study addresses this gap by exploring how In-Service Mathematics Teachers (ISMTs) perceive the knowledge that characterizes “good” MTEs. Data were collected via open-ended written interviews with ISMTs working at various school levels and from different regions throughout Italy. The analysis was conducted using the Mathematics Teacher Educator Specialized Knowledge (MTESK) model and an inductive approach was employed to identify additional dimensions of MTEs’ knowledge not initially included. Findings indicate that ISMTs value not only strong mathematical understanding and pedagogical content knowledge but also relational, communicative, and affective qualities such as empathy, motivation, and the ability to foster collaborative learning environments. Furthermore, professional teaching experience and familiarity with mathematics education research were identified as important factors contributing to MTE effectiveness. Notably, ISMTs’ perceptions revealed some ambiguity in distinguishing knowledge intended to support teachers from that aimed at students, and highlighted tensions between the theoretical knowledge emphasized by MTEs and the practical, concrete support ISMTs seek. This study contributes to the understanding of MTEs’ professional knowledge by incorporating the perspectives of those they train, thus illuminating often undervalued affective and experiential aspects. The findings offer significant implications for the design of teacher education programs to better address ISMTs’ needs and enhance professional development.This work was supported by projects PID2024-155358NB-100 of the Spanish State Research Agency and GRUPIN-IDE/2024/000713 of the Asturian Agency for Science, Competitiveness and Business Innovation SEKUENS. Pablo Giadas is funded by the University of Oviedo’s PAPI-22-PF-18 project.20252025-12-01journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articlehttps://hdl.handle.net/10651/81566reponame:RUO. Repositorio Institucional de la Universidad de Oviedoinstname:Universidad de Oviedo (UNIOVI)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:digibuo.uniovi.es:10651/815662026-06-07T06:38:51Z
dc.title.none.fl_str_mv Exploring mathematics teacher educators’ knowledge through in- service mathematics teachers’ perceptions
title Exploring mathematics teacher educators’ knowledge through in- service mathematics teachers’ perceptions
spellingShingle Exploring mathematics teacher educators’ knowledge through in- service mathematics teachers’ perceptions
Giadas Álvarez, Pablo|||0000-0001-5944-523X
Mathematical Knowledge
Mathematics Teacher
Mathematics Teacher Educator
Pedagogical Content Knowledge
Perceptions
title_short Exploring mathematics teacher educators’ knowledge through in- service mathematics teachers’ perceptions
title_full Exploring mathematics teacher educators’ knowledge through in- service mathematics teachers’ perceptions
title_fullStr Exploring mathematics teacher educators’ knowledge through in- service mathematics teachers’ perceptions
title_full_unstemmed Exploring mathematics teacher educators’ knowledge through in- service mathematics teachers’ perceptions
title_sort Exploring mathematics teacher educators’ knowledge through in- service mathematics teachers’ perceptions
dc.creator.none.fl_str_mv Giadas Álvarez, Pablo|||0000-0001-5944-523X
Cibien, Maria Chiara
Muñiz Rodríguez, Laura|||0000-0001-7487-5588
Ferretti, Federica
Rodríguez Muñiz, Luis José|||0000-0001-8702-8361
author Giadas Álvarez, Pablo|||0000-0001-5944-523X
author_facet Giadas Álvarez, Pablo|||0000-0001-5944-523X
Cibien, Maria Chiara
Muñiz Rodríguez, Laura|||0000-0001-7487-5588
Ferretti, Federica
Rodríguez Muñiz, Luis José|||0000-0001-8702-8361
author_role author
author2 Cibien, Maria Chiara
Muñiz Rodríguez, Laura|||0000-0001-7487-5588
Ferretti, Federica
Rodríguez Muñiz, Luis José|||0000-0001-8702-8361
author2_role author
author
author
author
dc.subject.none.fl_str_mv Mathematical Knowledge
Mathematics Teacher
Mathematics Teacher Educator
Pedagogical Content Knowledge
Perceptions
topic Mathematical Knowledge
Mathematics Teacher
Mathematics Teacher Educator
Pedagogical Content Knowledge
Perceptions
description Mathematics Teacher Educators (MTEs) play a crucial role in advancing effective mathematics education, as they are responsible for preparing future mathematics teachers. In recent years, increasing attention has been paid to investigating MTEs’ professional knowledge. However, most existing research has focused primarily on self-studies, wherein MTEs examine their own knowledge and practice, often without considering the perspectives of other professionals. This study addresses this gap by exploring how In-Service Mathematics Teachers (ISMTs) perceive the knowledge that characterizes “good” MTEs. Data were collected via open-ended written interviews with ISMTs working at various school levels and from different regions throughout Italy. The analysis was conducted using the Mathematics Teacher Educator Specialized Knowledge (MTESK) model and an inductive approach was employed to identify additional dimensions of MTEs’ knowledge not initially included. Findings indicate that ISMTs value not only strong mathematical understanding and pedagogical content knowledge but also relational, communicative, and affective qualities such as empathy, motivation, and the ability to foster collaborative learning environments. Furthermore, professional teaching experience and familiarity with mathematics education research were identified as important factors contributing to MTE effectiveness. Notably, ISMTs’ perceptions revealed some ambiguity in distinguishing knowledge intended to support teachers from that aimed at students, and highlighted tensions between the theoretical knowledge emphasized by MTEs and the practical, concrete support ISMTs seek. This study contributes to the understanding of MTEs’ professional knowledge by incorporating the perspectives of those they train, thus illuminating often undervalued affective and experiential aspects. The findings offer significant implications for the design of teacher education programs to better address ISMTs’ needs and enhance professional development.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025-12-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10651/81566
url https://hdl.handle.net/10651/81566
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv reponame:RUO. Repositorio Institucional de la Universidad de Oviedo
instname:Universidad de Oviedo (UNIOVI)
instname_str Universidad de Oviedo (UNIOVI)
reponame_str RUO. Repositorio Institucional de la Universidad de Oviedo
collection RUO. Repositorio Institucional de la Universidad de Oviedo
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812455

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