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STRUCTURE OF PRIMARY MATHEMATICS TEACHER EDUCATION PROGRAMS IN SPAIN

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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.

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Authors and Affiliations

  1. Universidad de Granada, Granada, Spain

    María C. Cañadas & Luis Rico

  2. Universidad de los Andes, Bogotá, Colombia

    Pedro Gómez

  3. Departamento Didáctica de la Matemática, Facultad de Ciencias de la Educación, Universidad de Granada, Campus de la Cartuja, s/n, 18071, Granada, Spain

    María C. Cañadas

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  1. María C. Cañadas
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  2. Pedro Gómez
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  3. Luis Rico
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Correspondence to María C. Cañadas.

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Cañadas, M.C., Gómez, P. & Rico, L. STRUCTURE OF PRIMARY MATHEMATICS TEACHER EDUCATION PROGRAMS IN SPAIN. Int J of Sci and Math Educ 11, 879–894 (2013). https://doi.org/10.1007/s10763-013-9422-z

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  • DOI: https://doi.org/10.1007/s10763-013-9422-z

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