Characterization of the Competencies of Future Mathematics Teachers in Ecuador
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
Objective: To analyze the graduation profile of teacher training programs to identify and describe the specific skills that teachers should acquire during their initial training. Theoretical Framework: The study is grounded in the theory of teacher training competencies, which asserts that teachers must possess cognitive abilities to adapt to different educational contexts, procedural skills to address specific professional challenges, and ethical attitudes to guide their educational practice. Method: An ex post facto study was conducted with a mixed exploratory and descriptive approach, using as the study population the 13 Ecuadorian universities that offer teacher training in mathematics. Results and Discussion: A total of 198 competencies grouped into 17 categories were identified. The most frequent category pertains to mathematical knowledge. Variations among the universities analyzed were observed, with some focusing more on content knowledge and others on competencies directly related to teaching practice. Research Implications: The results can be used to enhance teacher training programs by integrating key competencies and developing more effective educational strategies. Additionally, they could influence the formulation of educational policies that establish clear standards, thereby improving educational quality and preparing teachers for current challenges. Originality/Value: This study provides a mixed exploratory and descriptive approach to examine the graduation profile of teacher training programs in mathematics in Ecuador. It also offers guidance for the preparation of future teachers, ensuring alignment with current and future educational demands.
Dados da obra
- Tipo
- Artigo
- Periódico
- Revista de Gestão Social e Ambiental, v. 18, n. 2, p. e07555
- Editora
- Centro Universitario da FEI
- Ano
- 2024 (2024-07-02)
- Idioma
- en
- Palavras-chave
- mathematics teacher education; teacher competence; initial teacher education; graduate profile; mathematical knowledge for teaching; teaching practice; teacher education curriculum; Ecuador; education policy
- Temas
- Currículo, Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.24857/rgsa.v18n2-176
- ISSN
- 1981-982X
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
GILER, Alba Alay et al.. Characterization of the Competencies of Future Mathematics Teachers in Ecuador. Revista de Gestão Social e Ambiental, v. 18, n. 2, p. e07555, 2024. DOI: https://doi.org/10.24857/rgsa.v18n2-176.
APA
Giler, A. A., Gutiérrez‐Rubio, D., Melero-Bolaños, J. C., & Rodríguez-Baiget, M. J. (2024). Characterization of the Competencies of Future Mathematics Teachers in Ecuador. Revista de Gestão Social e Ambiental, 18(2), e07555. https://doi.org/10.24857/rgsa.v18n2-176
BibTeX
@article{giler2024,
author = {Giler, Alba Alay and Gutiérrez‐Rubio, David and Melero-Bolaños, Juan Carlos and Rodríguez-Baiget, María Josefa},
title = {Characterization of the Competencies of Future Mathematics Teachers in Ecuador},
year = {2024},
journal = {Revista de Gestão Social e Ambiental},
volume = {18},
number = {2},
pages = {e07555},
publisher = {Centro Universitario da FEI},
doi = {10.24857/rgsa.v18n2-176},
language = {en}
}RIS
TY - JOUR AU - Giler, Alba Alay AU - Gutiérrez‐Rubio, David AU - Melero-Bolaños, Juan Carlos AU - Rodríguez-Baiget, María Josefa TI - Characterization of the Competencies of Future Mathematics Teachers in Ecuador PY - 2024 JO - Revista de Gestão Social e Ambiental VL - 18 IS - 2 SP - e07555 DO - 10.24857/rgsa.v18n2-176 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Entre a BNCC e a Sala de Aula
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27996
-
Exploring the Knowledge- Practice Gap in Preservice Secondary Mathematics Teaching
Kaladarpan कलादर्पण, v. 6, n. 1 · DOI 10.3126/kaladarpan.v6i1.97846
-
A RESOLUÇÃO DE PROBLEMAS NO ENSINO DE MATEMÁTICA: TENDÊNCIAS E ABORDAGENS EM DISSERTAÇÕES E TESES BRASILEIRAS (2020-2025)
Revista Tópicos., v. 4, n. 34 · DOI 10.70773/revistatopicos/782255803
- Currículo
- Educação Financeira
- Educação Matemática Crítica
- Formação de Professores de Matemática
- Práticas Pedagógicas
- Resolução de Problemas
Em verificação -
Interculturalidade e formação docente indígena: desafios da etnomátematica no PPC da FAINDI
Cadernos Cajuína, v. 11, n. 6 · DOI 10.52641/cadcajv11i6.2586