Characterization of the Competencies of Future Mathematics Teachers in Ecuador

Abstract

Objective: To analyze the graduation profile of teacher training programs to identify and describe the specific skills that teachers should acquire during their initial training. Theoretical Framework: The study is grounded in the theory of teacher training competencies, which asserts that teachers must possess cognitive abilities to adapt to different educational contexts, procedural skills to address specific professional challenges, and ethical attitudes to guide their educational practice. Method: An ex post facto study was conducted with a mixed exploratory and descriptive approach, using as the study population the 13 Ecuadorian universities that offer teacher training in mathematics. Results and Discussion: A total of 198 competencies grouped into 17 categories were identified. The most frequent category pertains to mathematical knowledge. Variations among the universities analyzed were observed, with some focusing more on content knowledge and others on competencies directly related to teaching practice. Research Implications: The results can be used to enhance teacher training programs by integrating key competencies and developing more effective educational strategies. Additionally, they could influence the formulation of educational policies that establish clear standards, thereby improving educational quality and preparing teachers for current challenges. Originality/Value: This study provides a mixed exploratory and descriptive approach to examine the graduation profile of teacher training programs in mathematics in Ecuador. It also offers guidance for the preparation of future teachers, ensuring alignment with current and future educational demands.