Professional Development of Preservice Secondary School Mathematics Teachers

Authors

Abstract

This research aims to characterise the professional development of three pre-service secondary school mathematics teachers participating in a professional development programme designed ad hoc. The research is based on Rocha’s (2021) theoretical model of «documental trajectory», within the Documental Approach to Didactics. The qualitative analysis of the data, of a deductive nature, was carried out in two stages. The results show the professional development of the three pre-service teachers, through their inferred «documental experiences», represented by means of «documental trajectories». It is concluded that the most complex competences for the pre-service teachers to develop are those related to leading productive discussions, interpreting students’ mathematical thinking, and decision-making in the classroom.

Keywords

Pre-service secondary school mathematics teacher, Documental genesis, Documental approach to didactics, Documental trajectory, Professional development

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DOI

https://doi.org/10.5565/rev/ensciencias.6320

Published

2025-06-03

How to Cite

Moreno, M., Valls, J., Sánchez-Matamoros, G., & Aráuz, D. F. (2025). Professional Development of Preservice Secondary School Mathematics Teachers. Enseñanza De Las Ciencias. Revista De investigación Y Experiencias didácticas, 43(2), 61–80. https://doi.org/10.5565/rev/ensciencias.6320

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Copyright (c) 2025 Mar Moreno, Julia Valls, Gloria Sánchez-Matamoros, Domingo Felipe Aráuz

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