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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

Dominican Republic: The Initial and Continuing Preparation of Teachers

Ivanovnna Cruz and Sarah Gonzalez

Abstract This chapter was prepared as a baseline document for the Capacity and Networking Project, CANP 2012. In this document a synthesis of the main aspects of the historical context of the preparation of teachers, the structures for the initial preparation of Mathematics teachers, the contents of teacher preparation based on the programs offered by institutions that have such programs, a discussion on programs of continuing teacher development, the most recent developments in initial and continuing teacher preparation, and the main strengths, weaknesses, threats and challenges of teacher preparation in the Dominican Republic are presented. It is important to emphasize the impact that reforms and constitutional changes have had on education. Therefore, in this report, the analysis of the historical context has been organized in four stages that have been identified by experts on the history of Dominican education (Almanzar in Trayectoria de la formation del docente dominicano. SEE, Santo Domingo, 2008; Fiallo and German in La formation de maestros y maestras en Repfiblica Dominicana. Buho, Santo Domingo, 1999) who have identified the most important aspects of educational legislation related to teacher preparation. Also, it should be pointed out that the Dominican education system is structured into four levels: initial, elementary, secondary and post-secondary. The Ministry of Education (MINERD) is in charge of the initial, elementary and secondary levels. The Ministry of Higher Education, Science and Technology (MESCYT) directs post-secondary education. Currently in the Dominican Republic there are 42 institutions of post-secondary education and

This chapter is based on the article: Gonzalez, S., Cruz, I., Caraballo, J., Blanco, J., Mafias, E., & Ramirez, L. (2013). Informe sobre la formation inicial y continua de Profesores de Matematicas: Repfiblica Dominicana. Cuadernos de Investigacion y Formacion en Educacion Matematica, 8 (Special issue), 51-87, available at http://revistas.ucr.ac.cr/index.php/cifem/article/view/12222. [1] [2] [3] [4] [5]

22 (52 %) of them offer programs in Elementary Education and 15 (36 %) offer programs in Secondary Education with a major in Physics and Mathematics. These institutions base their teacher preparation programs on regulations established by the Institute for the Preparation and Development of Teachers (INAFOCAM). This organization, under the MINERD, is also responsible for establishing the profile of entering students, as well as graduates, and for indicating the number of credits in preparation programs and the distribution of practicum and theoretical hours for each subject. The MINERD is responsible for continuing teacher development in collaboration with the continuing preparation department of the MESCYT. It is important to consider the situation described in this report to understand the working conditions of Dominican teachers.

Keywords Teacher preparation • Mathematics education • Dominican Republic

  • [1] Cruz (H) • S. Gonzalez
  • [2] Pontificia Universidad Catolica Madre y Maestra, Santiago de los Caballeros
  • [3] Dominican Republic
  • [4] e-mail: This email address is being protected from spam bots, you need Javascript enabled to view it
  • [5] Gonzalez e-mail: This email address is being protected from spam bots, you need Javascript enabled to view it © Springer International Publishing Switzerland 2017 57 A. Ruiz (ed.), Mathematics Teacher Preparation in Central Americaand the Caribbean, SpringerBriefs in Education, DOI 10.1007/978-3-319-44177-1_4
 
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