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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


Carrying out significant reform to the public university initial Elementary and Secondary teacher preparation programs is a challenge. It will also be necessary to reorient research in the public universities to support, significantly, not only initial preparation, but also other actions so that the ambitious educational reform processes in school Mathematics can be successful.

Increasing State control over Mathematics teacher preparation programs at private universities and creating within the MEP a competitive system for hiring Mathematics teachers that can ensure and improve the quality of the teaching force remain as challenges.

Establishing an aggressive policy of in-service teacher professional development based on a strategic plan that integrates initiatives from diverse stakeholders is another challenge.

A final challenge is to sustain the actions of the Mathematics teaching reformers and the new curriculum aims, built on international best quality parameters with national relevance.

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