STRUCTURE OF PRIMARY MATHEMATICS TEACHER EDUCATION PROGRAMS IN SPAIN

Article

DOI: 10.1007/s10763-013-9422-z

Cite this article as:
Cañadas, M.C., Gómez, P. & Rico, L. Int J of Sci and Math Educ (2013) 11: 879. doi:10.1007/s10763-013-9422-z

ABSTRACT

Spain was 1 of the 17 countries that participated in the International Association for the Evaluation of Educational Achievement’s Teacher Education and Development Study in Mathematics (TEDS-M 2008). In this paper, we explore and describe the structure of Spanish primary mathematics teacher education programs. We analyzed the documents collected from the 48 sampled Spanish institutions that participated in TEDS-M. Our approach to the syllabus analysis focused on the established content dimension of curriculum in educators’ syllabi. These contents are structured into 4 knowledge domains—school mathematics, advanced mathematics, general pedagogy, and mathematics pedagogy—and categorized into subjects and topics. The results show that Spanish teacher education programs are diverse across institutions, but follow a basic structure that emphasizes the teaching of general pedagogy subjects.

Key words

education programs primary mathematics teacher Spain syllabus analysis teacher training TEDS-M 

Copyright information

© National Science Council, Taiwan 2013

Authors and Affiliations

  1. 1.Universidad de GranadaGranadaSpain
  2. 2.Universidad de los AndesBogotáColombia
  3. 3.Departamento Didáctica de la Matemática, Facultad de Ciencias de la EducaciónUniversidad de GranadaGranadaSpain

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