Perceptions of Mathematics Teachers in Peru Regarding Their Professional Training; [Percepções de professores de matemática no Peru sobre sua formação profissional]

Ricaldi-Echevarria M.L. · Revista Colombiana de Educacion (2026) · DOI: 10.17227/rce.num101-20445

Resumen

The general objective of this study is to analyze the characteristics of initial and continuing training as self-perceived by secondary school mathematics teachers in Peru, according to age and geographic areas. The design is non-experimental and follows a quantitative approach, with a descriptive and relational type of study. The study sample consisted of 1,045 mathematics teachers from all regions of Peru, based on secondary data taken from the 2018 National Teacher Survey (ENDO). The most notable results show that course content and teaching methodology are the aspects most highly valued by teachers in relation to their initial training. Regarding continuing professional development, digital competencies and methodological strategies for teaching are prioritized, especially among younger teachers, who also place high importance on supporting students with special educational needs.

Instituciones: Universidad Tecnológica del Perú