Mathematics teachers' professional development: A systematic review of training methods
We present a systematic review of the Web of Science and Scopus in order to identify the training methods that have been used in promoting the professional development of early childhood and primary school teachers to teach mathematics. Using the preferred reporting items for systematic reviews and...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/26478 |
| Acceso en línea: | http://hdl.handle.net/10256/26478 |
| Access Level: | acceso abierto |
| Palabra clave: | Professors de matemàtica Desenvolupament professional Mathematics teachers Career development Professors de matemàtica -- Formació Matemàtica -- Ensenyament -- Educació infantil (Primer cicle) Mathematics -- Study and teaching -- Education (Early childhood) Matemàtica -- Ensenyament -- Educació primària Mathematics -- Study and teaching (Primary) |
| Sumario: | We present a systematic review of the Web of Science and Scopus in order to identify the training methods that have been used in promoting the professional development of early childhood and primary school teachers to teach mathematics. Using the preferred reporting items for systematic reviews and meta-analyses method, 58 papers have been identified. Six training methods have been identified: reflection on teaching practice (41.4%), creating learning environments (27.6%), content instruction (15.5%), lesson study (10.4%) and, finally, inquiry-based learning (3.4%) and flipped classroom (1.7%). We also confirmed that different training methods focus on different variables and factors such as knowledge, attitudes, beliefs, motivation, creativity, teaching vision, noticing or others |
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