Competência profissional de professores que ensinam matemática e sua relação com a qualidade instrucional

: A pesquisa da expertise de professores usa diferentes abordagens, dentre elas modelos de competência. O modelo de competência profissional específica da matemática neste estudo diferencia a competência relacionada à ação e a competência reflexiva, que pertencem a diferentes tipos de demandas profissionais de acordo com as teorias de processamento dual e devem impactar positivamente a qualidade do ensino. O estudo transversal com professores da Educação Infantil investiga a estrutura de competência docente esuas relações com a qualidade do suporte à aprendizagem em consonância com a noção de ensino adaptativo utilizando jogos de tabuleiro. Os resultados apóiam uma diferenciação de competências de acordo com o modelo (evidências de validade estrutural). As relações esperadas entre as competências e a qualidade do suporte à aprendizagem são parcialmente suportadas (evidências de validade preditiva). O estudo, portanto, contribui à pesquisa sobre a experiência do professor, desenvolvendo uma compreensão específica de competência de acordo com as teorias existentes. São discutidos os recursos do uso de modelos de competência, bem como as dificuldades e questões em aberto em relação à abordagem emergente Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which pertain to different types of professional demandsaccording to dual processing theoriesand should positively impact teaching quality. The cross-sectional study with early childhood teachers investigates the structure of teacher competence and its relations to the quality of learning support in line with the notion of adaptive teaching when playing board games. The findings support a differentiation of competences according to the model (structural validity evidence). Expected relations between competences and the quality of the learning support are partially supported (predic-tive validity evidence). The study hence adds to research on teacher expertise by developing a specific understanding of competence in line with existing theories. Affordances of using competence models, as well as diﬀiculties and open questions with relation to the emerging approach are discussed. Abstract Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which pertain to different types of professional demands according to dual processing theories and should positively impact teaching quality. The cross-sectional study with early childhood teachers investigates the structure of teacher competence and its relations to the quality of learning support in line with the notion of adaptive teaching when playing board games. The findings support a differentiation of competences according to the model (structural validity evidence). Expected relations between competences and the quality of the learning support are partially supported (predictive validity evidence). The study hence adds to research on teacher expertise by developing a specific understanding of competence in line with existing theories. Affordances of using competence models, as well as difficulties and open questions with relation to the emerging approach are discussed. relações esperadas entre as competências e a qualidade do à aprendizagem são parcialmente suportadas (evidências de validade preditiva). O contribui à pesquisa sobre a experiência do professor, desenvolvendo uma compreensão específica de competência de acordo com as teorias existentes. São discutidos os recursos do uso de modelos de competência, bem como as dificuldades e questões em aberto em relação à abordagem emergente.