Sunday, March 3, 2013

UNISA Research Study on Mathematics Teacher Professional Development Program, Pretoria, South Africa, 4-6 March 2013

Analyses of Mathematics Teacher Professional Development Programs in Selected Developed and Developing Countries: Insights for Quality Mathematics Instruction in Sub-Saharan African Countries (Math-TPDP).

This project is by University of South Africa (UNISA)'s newly-formed Department of Mathematics Education.

It was held in Leopard Lodge, on the outskirts of Pretoria.
Leopard Lodge - venue of research meeting

Prof Luckson M. Kaino as a leader of the research study welcomed the researchers. Prof M. G. Ngoepe (Chair of Department) gave an overview of the newly-formed department.

Prof El Yacoubi (Morocco) and Prof Kasanda (Namibia) presented overviews of teacher education and professional development programmes in their respective countries.

As of 2010, all teacher preparation programmes came under one university (University of Namibia). This is like the case of Singapore. At the moment, it does not offer any teacher professional development programme. This is unlike Singapore where National Institute of Education does offer some in-service courses. However, teachers are able to all
kinds of professional development courses with other agencies.

Prof Kasanda identified having a structured professional development programme for teachers to be a way to overcome the problem of low achievement among students.




After I presented the case of Singapore where I outlines preserving and inservice programmes in Singapore, Prof Mtetwa (Zimbabwe) and Prof Dhlamini (South Africa) presented their cases.

Prof Rogerson (Poland) discussed the situation in Poland.

He discussed the three factors - government taking the lead and provision of resources for learning from the best practices from around the world, the people for having the will to want these reforms and building educational infrastructure. This includes reforms in pre-service and inservice teacher education, role and status of teachers and curriculum and teaching methods.

For resources see www.dqme2.eu

Prof Ramatlapana shared the case of Botswana. Prof Lew discussed the case of South Korea.

In South Korea, mathematics teachers are known to be well equipped with knowledge of mathematics and mathematics education but they are also not opened to students' ideas. Prof Lew shared some characteristics of typical Korean teachers.

There are various initiatives introduced by the government such as pre service and inservice education, teacher employment test and incentives such as sabbatical year and master teacher system.

Prof Kita (Tanzania) rounded up the country presentation.









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