The conceptualization of mathematics teachers’ professional competence in project-based learning contexts

Sha Li; Chunxia Qi; Ruisi Li

doi:10.29333/ejmste/16562

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Sha Li ¹ , Chunxia Qi ¹ ^* , Ruisi Li ¹

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¹ Faculty of Education, Beijing Normal University, Beijing, CHINA^* Corresponding Author

Abstract

The impact of teacher competence on teaching practice has been increasingly prominent, especially in mathematics education, but little research focuses on teacher competence in project-based learning (PjBL) contexts. Drawing on existing models and frameworks, mathematics teachers’ professional competence in PjBL contexts was conceptualized as a multi-dimensional construct with cognitive facets (mathematics pedagogical content knowledge related to PjBL, namely P-MPCK) and affective-motivational facets (teacher beliefs and teacher self-efficacy). The conceptual model was empirically validated through an assessment instrument combining cognitive tests (e.g., situated text-vignette tasks) and affective scales. Results suggest that teacher beliefs and self-efficacy were loaded on three factors respectively and the four-dimension model of P-MPCK had strong goodness of fit, which were consistent with the conceptual model. This study provides valuable insights for preparing mathematics teachers to teach PjBL and supporting their professional development.

Keywords

teacher competence
project-based learning
assessment instrument
mathematics teacher education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 7, July 2025, Article No: em2660

https://doi.org/10.29333/ejmste/16562

Publication date: 04 Jul 2025

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APA

Li, S., Qi, C., & Li, R. (2025). The conceptualization of mathematics teachers’ professional competence in project-based learning contexts. Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2660. https://doi.org/10.29333/ejmste/16562

Vancouver

Li S, Qi C, Li R. The conceptualization of mathematics teachers’ professional competence in project-based learning contexts. EURASIA J Math Sci Tech Ed. 2025;21(7):em2660. https://doi.org/10.29333/ejmste/16562

AMA

Li S, Qi C, Li R. The conceptualization of mathematics teachers’ professional competence in project-based learning contexts. EURASIA J Math Sci Tech Ed. 2025;21(7), em2660. https://doi.org/10.29333/ejmste/16562

Chicago

Li, Sha, Chunxia Qi, and Ruisi Li. "The conceptualization of mathematics teachers’ professional competence in project-based learning contexts". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 7 (2025): em2660. https://doi.org/10.29333/ejmste/16562

Harvard

Li, S., Qi, C., and Li, R. (2025). The conceptualization of mathematics teachers’ professional competence in project-based learning contexts. Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2660. https://doi.org/10.29333/ejmste/16562

MLA

Li, Sha et al. "The conceptualization of mathematics teachers’ professional competence in project-based learning contexts". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 7, 2025, em2660. https://doi.org/10.29333/ejmste/16562