Mathematics teacher educators in the Spanish context: a glance at their beliefs and perceived competence

Pablo Giadas; Laura Muñiz-Rodríguez; Luis J. Rodríguez-Muñiz

Mathematics teacher educators in the Spanish context

a glance at their beliefs and perceived competence

Authors

Pablo Giadas University of Oviedo, Spain https://orcid.org/0000-0001-5944-523X
Laura Muñiz-Rodríguez University of Oviedo, Spain https://orcid.org/0000-0001-7487-5588
Luis J. Rodríguez-Muñiz University of Oviedo, Spain https://orcid.org/0000-0001-8702-8361

Keywords:

beliefs, mathematics, perceived competence, Spanish context, teacher educators

Abstract

Mathematics Teacher Educators [MTEs] have been a subject of interest in recent years since researchers consider beliefs, and perceived competence to be a fundamental part of MTEs as they affect MTEs’ teaching practice. In this study, a mixed analysis is carried out regarding the beliefs and perceived competence of MTEs in Spain under the theoretical framework of the Mathematics Teacher Educator’s Specialised Knowledge [MTESK] model. Additionally, the relationships between these aspects are examined. The results indicate that some of the MTESK's subdomains rank higher in the MTEs’ relevance. Results exhibit differences regarding MTEs' perceived competence but similar beliefs. Consequently, MTEs could be classified into three clusters based on their perceived competence

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Published

2025-10-09

How to Cite

Giadas, P., Muñiz-Rodríguez, L., & Rodríguez-Muñiz, L. J. (2025). Mathematics teacher educators in the Spanish context: a glance at their beliefs and perceived competence . LUMAT-B: International Journal on Math, Science and Technology Education, 10(3), 11. Retrieved from https://journals-21.hulib.helsinki.fi/lumatb/article/view/2747