<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702024000100211</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.12</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Caracterización de la autoeficacia de futuros profesores de Matemáticas de educación secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Characterizing prospective Secondary Education Mathematics Teachers&#8217; self-efficacy]]></article-title>
<article-title xml:lang="pt"><![CDATA[Caracterização da autoeficácia de futuros professores de matemática do ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salomón-Plata]]></surname>
<given-names><![CDATA[María Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chamoso-Sánchez]]></surname>
<given-names><![CDATA[José María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diego-Mantecón]]></surname>
<given-names><![CDATA[José Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Sánchez]]></surname>
<given-names><![CDATA[María Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Salamanca Facultad de Educación Departamento de Didáctica de las Matemáticas y las Ciencias Experimentales]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Salamanca, Salamanca Facultad de Educación Departamento de Didáctica de las Matemáticas y las Ciencias Experimentales]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Salamanca Facultad de Educación Departamento de Didáctica de las Matemáticas y las Ciencias Experimentales]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Salamanca Facultad de Educación Departamento de Didáctica de las Matemáticas y las Ciencias Experimentales]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>211</fpage>
<lpage>229</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El objetivo de este trabajo es analizar la autoeficacia de futuros profesores de Matemáticas de Secundaria al finalizar su formación inicial docente.  (Metodología)  La muestra fueron 98 futuros profesores de Matemáticas de Secundaria que cursaban el Máster Universitario en Profesor de Educación Secundaria. Los datos fueron sus reflexiones escritas, que se organizaron en unidades de información y se clasificaron atendiendo a las cinco fuentes de autoeficacia que recoge la literatura especializada: conocimiento profesional; práctica de aula; estados fisiológicos, afectivos y motivacionales; cooperación con colegas y padres; y experiencia. Posteriormente, un análisis de contenido permitió identificar tópicos comunes entre ellas.  (Resultados)  Los resultados evidencian una autoeficacia docente todavía en formación, lejos de la que cabría esperar en docentes que finalizan su periodo de formación inicial. Destaca la necesidad de incrementar la confianza de los futuros docentes en sus habilidades para traducir el conocimiento del contenido en aprendizajes de los alumnos, para implementar diferentes estrategias de enseñanza y, especialmente, de incrementar su confianza en sus habilidades emocionales.  (Conclusiones)  Los resultados proporcionan una valiosa información a los programas de formación de docentes al indicar el estado en el que se encuentra la autoeficacia docente al finalizar el periodo de formación inicial. Además, se proporciona una herramienta para analizar la autoeficacia docente de futuros profesores de Matemáticas de Secundaria. Todo ello abre futuras líneas de investigación en diversos sentidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  The aim of this paper is to analyze the self efficacy of prospective Secondary School Mathematics Teachers at the end of their initial teacher training.  (Methodology)  The sample was 98 prospective Secondary School Mathematics Teachers who were studying in a University Master&#8217;s program for Secondary Education Teachers. The data were their written reflections, which were organized into information units and classified according to the five sources of self efficacy collected from specialized literature: professional knowledge; classroom practice; physiological, affective and motivational states; cooperation with colleagues and parents; and experience. Subsequently, a contentanalysis made it possible to identify common topics among them.  (Results)  The results showed that a teacher&#8217;s self-efficacy was still in the process of development, far from what might be expected in teachers completing their initial training period. The need to increase the confidence of prospective teachers in their skills to translate knowledge of content into student learning, to implement different teaching strategies and, especially, to increase their confidence in their emotional skills is highlighted.  (Conclusions)  The results provide valuable information for teacher education programs by indicating the state of teacher self-efficacy at the end of the initial training period. In addition, a tool is provided to analyze the teaching self-efficacy of prospective Secondary Mathematics teachers. All this opens up future lines of research in various areas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo deste estudo é analisar a autoeficácia de futuros professores de matemática do ensino médio no final de sua formação docente inicial.  (Metodologia)  A amostra consistiu de 98 futuros professores de matemática do ensino médio que estavam cursando o mestrado em ensino médio. Os dados foram suas reflexões escritas, organizadas emunidades de informação e classificadas de acordó com as cinco fontes de autoeficácia da literatura especializada: conhecimento profissional; prática em sala de aula; estados fisiológicos, afetivos e motivacionais; cooperação com colegas e pais; e experiência. Posteriormente, uma análise de conteúdo nos permitiu identificar tópicos comuns entre elas.  (Resultados)  Os resultados mostram uma autoeficácia do profesor que ainda está em formação, longe do que seria esperado em professores que estão terminando seu período de formação inicial. Ele destaca a necessidade de aumentar a confiança dos futuros professores em suas habilidades de traduzir o conhecimento do conteúdo em aprendizado do aluno, de implementar diferentes estratégias de ensino e, principalmente, de aumentar sua confiança em suas habilidades emocionais.  (Conclusões)  Os resultados fornecem informações valiosas para os programas de formação de professores, indicando o estado de autoeficácia do professor no final do período de formação docente inicial. Além disso, é fornecida uma ferramenta para analisar a autoeficácia dos futuros professores de matemática do ensino médio. Isso abre linhas futuras de pesquisa em várias direções.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[autoeficacia docente]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores de Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[futuros profesores de Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Educación Secundaria de Matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Teacher Self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Prospective Mathematics Teachers]]></kwd>
<kwd lng="en"><![CDATA[Secondary Mathematics Education]]></kwd>
<kwd lng="pt"><![CDATA[autoeficácia no ensino]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores de matemática]]></kwd>
<kwd lng="pt"><![CDATA[futuros professores de matemática]]></kwd>
<kwd lng="pt"><![CDATA[matemática na e duc ação secundária]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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