Descripción:
This study investigates the impact and sustainability of various professional development (PD) programs for mathematics teachers in Chile, in response to national educational reforms. The research focuses on how different PD models—practice-based (ARPA), technology-based (Suma y Sigue), and academic-based (Diplomado)—affect teachers' professional competencies, particularly their mathematical knowledge and professional noticing skills. Using a mixed methods design, the study assesses changes in teacher competencies through pre- and post-measures and conduct follow-up evaluations to examine the long-term sustainability of these changes. The results aim to provide insights into the effectiveness of PD programs both immediately after participation and over time, contributing to the global understanding of PD impact and offering tools for policy monitoring in the Chilean educational system.
Equipo
- Saadati, F.Investigador Principal