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

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.