Catálogo de publicaciones - libros

All chapters in the book are licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

All chapters in the book are licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This work presents a clear view of the current teacher preparation situation in Bolivia and the possibility to compare Bolivian reality with other countries. Teacher preparation in Bolivia has had three major changes: the first with the land reform of 1952, the second with the 1994 educational reform law and finally with the enactment of the Avelino Siñani—Elizardo Perez law in 2006. Today, although the teacher preparation system is open to applicants from urban and rural areas, an excess in the supply of Mathematics teachers has led to a pause in the calls for new future teachers of Mathematics.

This report aims to present pre-service and in-service mathematics teacher education in Ecuador from independence to the present. The education of mathematics teachers in Ecuador has not followed a clear evolution and conceptualization path given the historical divide between government policies and the educational reality. As evaluations of teachers in public institutions show a serious problem at the level of content mastery, government reforms aim to strengthen teaching practice and education for citizenship. The cognitive component of mathematics teachers in General Basic Education is insufficient to lay a good conceptual structure for future teachers. There is a desire to contribute to the professional development of teachers, but without proper structuring. Isolated and individual efforts have failed to become a true state policy that goes beyond successive governments and provides Mathematics Education the place it deserves as the engine of scientific and technological transformation of the country.

Paraguay has critical issues, urgent and important challenges with respect to teacher professionalization, initial and continuing professional development, as well as the improvement of Mathematics Education in general. Education Reform has expanded the coverage and access to school; students are staying in school longer. However, the preparation and professional development of new competent teachers has not been guaranteed. This failure to guarantee new competent teachers has contributed significantly to the deterioration in the quality of education, and a lack of development of academic and pedagogical skills. As well as in other countries in Latin America, the opportunities for teacher training have limited impact on classroom practices. The emphasis in teacher preparation is theoretical, and is poorly designed to develop specific behaviors and pedagogical practices. In addition, the excessive proliferation of Teachers Preparation Institutes has caused a noticeable degradation of the quality of training and an educator supply saturation at certain levels. The situation is further aggravated by the lack of research, leaving decision making in education adrift. Nevertheless, Paraguay is currently developing a new scenario that is favorable for investment in education, teacher professionalization and the development of research in Mathematics Education.

This report seeks to show the current situation of the initial and continuing preparation of Mathematics teachers in Perú. First, historical information is presented, followed by an explanation of the current structure of the initial teacher preparation for elementary and secondary schools. After that, current policy on continuing professional development and the status of research in Mathematics Education are discussed. Finally, to conclude, there is a discussion of the current strengths and weaknesses, and future challenges.