Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Jesus Garrido-Rojas, Antonio Moreno, Juan F. Ruiz-Hidalgo
Universidad de Granada
⬇ Download PDFThis study examines the professional identity of secondary mathematics teachers as a dynamic construct related to training, professional experience, and professional perceptions. The aim of the study is to analyse the relationship between teachers’ professional identity profiles and their evaluations of initial and continuing teacher education. Questionnaire data from 401 teachers of Compulsory and Upper Secondary Education were analysed using descriptive statistics, chi-square tests, and latent class analysis. The latent class analysis identified four differentiated teacher profiles combining academic background, professional trajectories, and perceptions of teacher education. The findings highlight the heterogeneity of secondary mathematics teachers and reinforce the need for flexible and differentiated models of teacher education.
didactic of mathematicscontinuing educationpreservice teacher trainingSecondary Educationteacher training.