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

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Title: Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills
Authors: Ramos-Rodríguez, Elisabeth (ORCID 0000-0002-8409-4125), Fernández-Ahumada, Elvira (ORCID 0000-0002-3371-5382), Morales-Soto, Astrid
Source: Education Sciences. 2022 12.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 21
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Program Effectiveness, Faculty Development, Mathematical Models, Mathematics Teachers, Foreign Countries, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes
Geographic Terms: Chile
ISSN: 2227-7102
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1324793
Database: ERIC
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  Data: Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills
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  Data: <searchLink fieldCode="AR" term="%22Ramos-Rodríguez%2C+Elisabeth%22">Ramos-Rodríguez, Elisabeth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8409-4125">0000-0002-8409-4125</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fernández-Ahumada%2C+Elvira%22">Fernández-Ahumada, Elvira</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3371-5382">0000-0002-3371-5382</externalLink>)<br /><searchLink fieldCode="AR" term="%22Morales-Soto%2C+Astrid%22">Morales-Soto, Astrid</searchLink>
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: 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.
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      Pagination:
        PageCount: 21
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      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Mathematical Models
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Chile
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      – TitleFull: Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills
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            NameFull: Fernández-Ahumada, Elvira
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            NameFull: Morales-Soto, Astrid
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