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Associating teacher motivation and professional background with perception of effective mathematics teaching—a latent class analysis on a national sample in Vietnam

Artigo2026

Dũng Trần ORCID; An Tan Thi Nguyen; Phuong Thi Minh Ta; Duyen Thi Nguyen; Phuong Thi Minh Ho; Thuy Nguyen ORCID

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Resumo

Abstract Teachers’perceptions about effective teaching shape their practices. This study examines mathematics teachers’ perceptions and their relationship with professional background and teacher motivation. The data were collected via an open survey that included professional background, motivation for being a mathematics teacher, the top three goals of a good mathematics lesson, and the criteria for evaluating a colleague’s lesson. Drawing on 632 responses from a national sample, we used latent class analysis to differentiate teacher profiles. Informed by the pedagogical triangle—student, teacher, and content—we found that teachers focused on student-learning when discussing lessons they viewed as successful, while emphasizing teacher-teaching when evaluating their colleagues’ lessons. Location, highest qualification, school level, and teacher motivation were associated with perceptions of effective teaching. The analysis yields five classes, highlighting different teacher profiles—the levels of schooling they taught, their highest qualifications, and the teacher motivations collectively influencing their perceptions of good mathematics teaching. Methodological considerations for investigating teachers’ perceptions and their implications for professional development are provided.

Dados da obra

Tipo
Artigo
Periódico
Educational Studies in Mathematics
Editora
Springer Science+Business Media
Ano
2026 (2026-07-24)
Idioma
en
Palavras-chave
mathematics teachers; teacher motivation; professional background; teacher profile; pedagogical triangle; teacher professional development; lesson evaluation; teacher qualifications; school level; Vietnam
Temas
Formação de Professores de Matemática
DOI
10.1007/s10649-026-10538-w
ISSN
0013-1954, 1573-0816
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
TRẦN, Dũng et al.. Associating teacher motivation and professional background with perception of effective mathematics teaching—a latent class analysis on a national sample in Vietnam. Educational Studies in Mathematics, 2026. DOI: https://doi.org/10.1007/s10649-026-10538-w.

APA

Trần, D., Nguyen, A. T. T., Ta, P. T. M., Nguyen, D. T., Ho, P. T. M., & Nguyen, T. (2026). Associating teacher motivation and professional background with perception of effective mathematics teaching—a latent class analysis on a national sample in Vietnam. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-026-10538-w

BibTeX
@article{tran2026,
  author = {Trần, Dũng and Nguyen, An Tan Thi and Ta, Phuong Thi Minh and Nguyen, Duyen Thi and Ho, Phuong Thi Minh and Nguyen, Thuy},
  title = {Associating teacher motivation and professional background with perception of effective mathematics teaching—a latent class analysis on a national sample in Vietnam},
  year = {2026},
  journal = {Educational Studies in Mathematics},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10649-026-10538-w},
  language = {en}
}
RIS
TY  - JOUR
AU  - Trần, Dũng
AU  - Nguyen, An Tan Thi
AU  - Ta, Phuong Thi Minh
AU  - Nguyen, Duyen Thi
AU  - Ho, Phuong Thi Minh
AU  - Nguyen, Thuy
TI  - Associating teacher motivation and professional background with perception of effective mathematics teaching—a latent class analysis on a national sample in Vietnam
PY  - 2026
JO  - Educational Studies in Mathematics
DO  - 10.1007/s10649-026-10538-w
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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