Profiles of Pre-service Secondary Mathematics Teachers’ Self-perceptions of Professional Competencies and the Opportunities for Development
Keywords:
mathematics teacher education, pre-service teacher education, professional competence, teacher professional competencies, self-perceptionsAbstract
The study reported in this article examined pre-service secondary mathematics teachers' perceptions about the development of their professional competencies and the opportunities offered by their university teacher education program to develop these competencies. Three competence components are considered: mathematical competencies, competencies for teaching mathematics, and pedagogical competencies. The research was conducted at a recently established public university, with a questionnaire designed based on the professional competencies stated in its Mathematics Teacher Education Program. Participants were 78 pre-service teachers from different academic years. Most participants perceived that they reached a medium or high level of development of their competencies and that the program offered them several or many opportunities for such development. A cluster analysis identified three profiles characterised by high (41%), medium (41%) and low (18%) levels of perceived competence development and opportunities. Bivariate analysis showed significant relationships among these profiles, the number of completed study years, and the participants' levels of academic commitment. The implications for evaluating pre-service teacher education programs, the study's limitations and directions for future research are discussed.
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