Follow-up on Graduates of the Pedagogy in Mathematics in Secondary Education Program. The case of Universidad Católica del Norte, Chile

Abstract

This article presents the results of a research study on the perceptions of graduates of the Mathematics in Secondary Education program regarding their career achievements, focusing on graduates from the Universidad Católica del Norte in Chile. The study aims to obtain relevant information that will facilitate the enhancement of initial teacher education and the development of ongoing updates in response to the ongoing challenges faced in training teachers in contexts characterized by uncertainty and constant change.

A mixed methodology is implemented, including a follow-up survey and a group interview. Quantitative data are analyzed using frequency statistics, while qualitative information is examined through content analysis and the establishment of both a priori and emerging categories.

The main findings are related to graduate's perception of achievement in the disciplinary dimensions and/or competencies, with a stronger emphasis on these aspects compared to the pedagogical ones. The areas that received lower ratings from the graduates correspond to abilities and competencies related to classroom management, and the generation of research, reflection, and problematization, about their own practice, as well as the educational phenomena associated with it.