Exploring Mathematics Teacher Educators' Knowledge through the Perceptions of In-Service Teachers

Resumo

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.

Dados da obra

Tipo

Artigo

Periódico

Journal on Mathematics Education

Ano

2025

Idioma

en

Palavras-chave

Mathematics Teachers; Teacher Educators; Pedagogical Content Knowledge; Teacher Attitudes; Interpersonal Competence; Empathy; Motivation; Cooperative Learning; Teacher Characteristics

Temas

Formação de Professores de Matemática

ISSN

2087-8885

Acesso

Download disponível

Fontes

ERIC — Education Resources Information Center

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026