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Home arrow Mathematics arrow Mathematics Teacher Preparation in Central America and the Caribbean: The Cases of Colombia, Costa Rica, the Dominican Republic and Venezuela

The Diversity of Approaches

A look at the graduate programs related to the preparation of teachers of Mathematics in Colombia must recognize the diversity of their curricular structures, research components, and treatments of theory and practice. This diversity also reveals an absence of a system of advanced preparation of teachers that articulates the various levels of preparation, allows students to circulate easily through the system, and facilitates professor and student exchanges.

An examination of the activities of the research groups that support the preparation programs at various levels reveals the following areas that can be highlighted as possible descriptors of their work and a further indication of the diversity: Didactics and Pedagogy, Cognition and Evaluation of Competencies, Information and Communication Technologies, Mathematics Education, History, Epistemology, and Philosophy of Mathematics and of Mathematics Education.

The elements expressed above highlight the features of an academic community that is still in a process of formation and expansion. If the goal is to create a national identity in the advanced preparation of teachers of Mathematics, it is necessary to strengthen the intra/inter research groups that support the preparation programs at various levels, reconsidering the sense and scope of collaborative work. To do so, strategies aimed at strengthening the configuration of networks of researchers in the field and networks of teacher preparation programs must be implemented. Perhaps this strategy will support the qualitative improvement of initial and continuing teacher preparation. That is the challenge for the next few years.

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