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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

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Relation Between Initial and Continuing Preparation and the School Mathematics Curriculum

Currently, in the Dominican Republic, both the school curriculum, and programs for initial and continuing teacher preparation, are being revised and modified. This modification proposes a competency model for both curricula.

New programs are being developed for continuing preparation at a national level that will provide professional development for in-service teachers.

For initial teacher preparation, in addition to offering academic specializations for future grades 1-8 teachers, there is also specialization for grades 1-4 and 5-8.

Main Strengths, Weaknesses, Threats and Challenges Strengths

  • • About 92 % of students have access to a grades 1-8 education, and drop out and grade repeating rates are down.
  • • Diagnostic studies have determined teacher professional needs and quality standards have been set. The Ministry finances professional development programs that include classroom support to improve in-service teacher performance. Adequate programs for the continuing preparation of Mathematics do exist.
  • • Initial teacher preparation programs have been revised and unified.
  • • Training programs for Principals have been created.
  • • Teachers can now specialize in the level they will be teaching.
  • • The use of manipulatives for the teaching and learning of Mathematics has been introduced in grades 1-8.
  • • There is a greater consciousness in all sectors of the country of the importance of education in overcoming poverty.
 
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