Future mathematics teachers' profiles based on their professional competences

摘要

The aim of this paper is to identify profiles of future teachers in secondary education based on their perception towards the acquisition of competences, relating them with the previous background. By means of an online questionnaire, data were collected from student teachers or recently graduated teachers in mathematics from the Master's degree in Secondary Education Teacher-Training in different Spanish universities. The analysis has allowed to identify three profiles, which are correlated with a higher or lower perception of attaining the competences, either related to mathematical knowledge or to pedagogical content knowledge. Thus, results are in line with the theoretical model used to describe mathematics teachers' knowledge. This study supports the need to design and implement interventions that improve the weaknesses of each profile during initial teacher training.