DOI:
https://doi.org/10.14483/23464712.21094Published:
2024-02-20Impacto de actividades de desarrollo profesional en las practicas docentes de matemáticas en colombia. Un estudio cuantitativo.
Professional development impact on colombian mathematics teaching practices. A quantitative study.
Impacto das atividades de desenvolvimento profissional nas práticas de ensino de matemática na colômbia. Um estudo quantitativo.
Keywords:
desarrollo profesional, Práctica pedagógica, Análisis de regresión, Formación de profesores, Educación Matemática (es).Downloads
Abstract (es)
Asumiendo la importancia que tienen las actividades de desarrollo profesional para el mejoramiento de la enseñanza de las matemáticas y la falta de estudios correlaciones entre estos dos aspectos, se realizó un estudio cuantitativo en el que se tomaron respuestas de 835 profesores de matemáticas en ejercicio para identificar qué tanto es el impacto de diferentes tipos de actividades de desarrollo profesional en sus prácticas docentes. Inicialmente, se presenta una breve discusión acerca del término desarrollo profesional para luego esclarecer a qué hace referencia la expresión actividades de desarrollo profesional -ADP- y concluir la sección con la pregunta de investigación: ¿Qué tanto influyen los diferentes tipos de actividades de desarrollo profesional en las prácticas docentes de matemáticas en Colombia? Posteriormente se presentan aspectos metodológicos en los que, usando la regresión logística como método de análisis, se identificó que la participación en cursos o seminarios virtuales tienen mayor posibilidad de impactar las prácticas docentes. Seguido de este tipo de actividad, la participación en conferencias educativas, la participación en programas de educación formal y la lectura de literatura profesional también tienen mayores posibilidades de impactar las prácticas docentes en matemáticas. Aunque estos son los resultados principales, en las conclusiones se interpretan otras relaciones identificadas y se dan algunas sugerencias utilizando también diferentes hallazgos reportados en la literatura. Por ejemplo, se recomienda el apostarle a la creación de cursos o seminarios virtuales como un mecanismo para tener un mayor impacto positivo en las prácticas docentes de profesores de matemáticas en ejercicio; también se recalca la importancia de fortalecer los eventos académicos en educación matemática y de crear, en el marco de los programas de desarrollo profesional, redes de profesores de manera intencionada para que el impacto positivo en las prácticas docentes de matemáticas sea aún mayor.
Abstract (en)
In this report, professional development is assumed as fundamental for the improvement of teaching mathematics. Additionally, there is a lack of studies that consider correlations between those two aspects. In this research, I assumed those facts to make a quantitative study. In this study, I considered 835 in-service mathematics teachers’ answers to identify to what extend different types of professional development impact teaching practices. First, I introduce a brief discussion about the term professional development and the expression professional development activities -PDA (ADP)-. Then, I conclude the section with the research question: to what extend do the different types of professional development activities influence mathematics teaching practices in Colombia? Later, I present methodological aspects. By using logistic regression as the analysis method, I identified that the participation in online courses or seminars has the highest possibility to impact teaching practices. The impact of this type of PDA is followed by the impact of the participation in: educative conferences, formal qualification programs, and reading professional literature. Although those are the main findings, I interpret other identified relationships and I give some suggestions using different findings from the literature. For instance, I recommend the creation of online seminars or courses as a way to have higher positive impact in the in-service mathematics teaching practices. I also highlight strengthening conferences in mathematics education. Additionally, I post that teacher networks should be intentionally created in professional development programs to increase the positive impact of these programs in the mathematics teaching practices.
Abstract (pt)
Assumindo a importância das atividades de desenvolvimento profissional para a melhoria do ensino de matemática e a falta de estudos de correlação entre esses dois aspectos, foi realizado um estudo quantitativo no qual foram coletadas respostas de 835 professores de matemática em exercício para identificar o quanto o impacto de diferentes tipos de atividades de desenvolvimento profissional está em suas práticas de ensino. Inicialmente, é apresentada uma breve discussão sobre o termo desenvolvimento profissional para, em seguida, esclarecer a que se refere a expressão atividades de desenvolvimento profissional -ADP- e concluir a seção com a questão de pesquisa: O quanto os diferentes tipos de atividades de desenvolvimento profissional influenciam nas práticas de ensino de matemática Na colômbia? Posteriormente, são apresentados aspectos metodológicos nos quais, utilizando a regressão logística como método de análise, identificou-se que a participação em cursos ou seminários virtuais tem maior possibilidade de impactar as práticas docentes. Seguindo esse tipo de atividade, a participação em conferências educacionais, a participação em programas de educação formal e a leitura de literatura profissional também têm maior probabilidade de impactar as práticas de ensino em matemática. Embora estes sejam os principais resultados, nas conclusões interpretam-se outras relações identificadas e dão-se algumas sugestões, recorrendo também a diferentes achados referidos na literatura. Por exemplo, recomenda-se apostar na criação de cursos ou seminários virtuais como mecanismo para ter um maior impacto positivo nas práticas pedagógicas dos professores de matemática em exercício; Também é destacada a importância de fortalecer eventos acadêmicos em educação matemática e criar, no âmbito de programas de desenvolvimento profissional, redes de professores intencionalmente para que o impacto positivo nas práticas de ensino de matemática seja ainda maior.
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