Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills

Autor/inn/en	Ramos-Rodríguez, Elisabeth; Fernández-Ahumada, Elvira; Morales-Soto, Astrid
Titel	Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills
Quelle	In: Education Sciences, 12 (2022), Artikel 2 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ramos-Rodríguez, Elisabeth) ORCID (Fernández-Ahumada, Elvira)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Program Effectiveness; Faculty Development; Mathematical Models; Mathematics Teachers; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Chile + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Elementary school; Grundschule; Volksschule; Lehrerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01