Perfiles de formadores de profesorado de matemáticas en el contexto universitario español

Abstract

Presentamos los resultados de un estudio exploratorio cuantitativo sobre formadores de profesorado de matemáticas en 26 universidades españolas. El objetivo es identificar distintos perfiles desde la perspectiva de su formación inicial y de posgrado y su experiencia docente, tanto dentro como fuera del ámbito universitario, así como su edad y género. Los resultados arrojan la existencia de cinco perfiles profesionales basados en la trayectoria formativa, y cada uno de ellos es descrito y relacionado con la experiencia docente del formador. Además, se señalan conjeturas relativas a cuestiones de género.This work presents the results of an exploratory quantitative study on the initial and postgraduate training, as well as the teaching experience both within and outside the university context, of mathematics teacher educators (MTE) from 26 Spanish universities. The aim of the study is to identify the various profiles these individuals offer from the perspective of undergraduate and postgraduate and/or doctoral education, that is, based on their educational background, as well as their teaching experience within and outside the university context, and their age and gender. The data were provided by 157 Spanish MTE and collected through an online questionnaire on the Microsoft Forms® platform. This questionnaire consisted of 26 items, of which 5 were analyzed in this study. Data analysis was performed using the open-source software RStudio. The results primarily show five professional profiles of MTE. These profiles are described based on the educational background and teaching experience of the educators. Within these profiles, we find three with an initial education related to mathematics, as opposed to the other two whose initial education is related either to general education or to mathematics education. From the results, it is concluded that the predominant profile of our educators is the one with exclusive mathematical training, with varied university teaching experience, and diverse secondary education experience. Additionally, it is observed that, in recent years, the profile with an initial education in general education is gaining strength, and more and more MTE opt for that profile. Furthermore, the results reveal facts that were not considered in the study's objectives, but from which different conjectures can be made. These conjectures are mostly related to the gender of MTE.