Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills
Bibliographic Data
| ID | 22048044 |
|---|---|
| Authors | Elisabeth Ramos Rodríguez (0000-0002-8409-4125, Pontificia Universidad Católica de Valparaíso), Elvira Fernandez‐Ahumada (0000-0002-3371-5382, University of Córdoba, corresponding author), Astrid Morales-Soto (Pontificia Universidad Católica de Valparaíso) |
| Year | 2021 |
| Volume | 12 |
| Issue | 1 |
| Pages | 2 |
| Publication date | 2021-12-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12010002 |
| OpenAlex | W4200571009 |
| Language | EN |
| Citations received | 4 |
| References cited | 27 |
A concern in Mathematics Education is the professional development of the teacher and to promote effective training programs. The literature provides principles guiding the design of such programs, which were considered for an instruction intended to strengthen the teacher’s practice in relation to the development of mathematical skills. The objective of this work was to study if the designed program was effective, in relation to the impact on the teacher’s teaching. A case study on a group of in-service teachers focused on the ability of mathematical modeling (MM) and their perspectives of this skill was carried out. This was divided into three moments: before, during, and after the program. The findings show that, before the program, teachers conceived modeling from epistemological, pragmatic and conceptual perspectives; during the program, they focused on the pragmatic and educational perspectives; and at the end of the program, the group was stripped of the pragmatic, epistemological and conceptual perspectives to move towards the educational and socio-critical. They were also able to justify the choice or disassociation of one or more of them. The study advances towards the concretion of more specific and robust professional development programs for mathematics teachers
Mathematics education · Pedagogy · Professional development · Teacher education · Computer Science · Education and Digital Technologies · Education Pedagogy and Practices · Mathematics Education and Teaching Techniques · Psychology
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| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |