Teacher Training in Mathematics: trajectories in Brazil and Spain

Abstract

This article analyzes the training paths of mathematics teachers in Brazil (Federal University of Rio Grande do Sul) and Spain (Complutense University of Madrid), comparing their respective training models. Using a qualitative approach, it develops a content analysis of institutional documents and curricula, with the aim of understanding how teacher training in secondary education is structured. The results indicate that, in Brazil, training integrates specific content, pedagogy, and practice from the beginning of the bachelor’s degree. In Spain, on the other hand, the bachelor’s degree focuses on mathematics training, while pedagogical preparation is developed later in the master’s degree in secondary education teaching.