Teacher professional learning and development programs for secondary mathematics teachers. strategies and approaches in the last 12 years.
Programas de desarrollo y aprendizaje profesional docente de profesores de secundaria de matemáticas. estrategias y enfoques en los últimos 12 años.
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Research on Teacher Professional Development and Professional Learning have increased in recent years. These are of great importance for design of continuing education programs that promote the improvement of teachers' knowledge, beliefs, attitudes and teaching practices, as well as impact the performance of their students. However, their theoretical bases are dispersed in different training approaches, so they lack a consensual perspective about which are the most useful and effective strategies to improve both teaching practice and student learning. The aim of this paper is to present the results of a PRISMA systematic review in SCOPUS and Web of Science (WoS) during the period 2010-2022, to identify what are the professional development or learning strategies implemented with secondary mathematics teachers to improve their mathematics teaching and learning processes. The results show that the most frequent strategies are the study lessons and the practical communities and the most used method is
the qualitative one. On the other hand, research with secondary mathematics teachers is still scarce, leaving a great opportunity for research with this population to develop training programs for both facilitators and teachers, since one of the limitations lies in the generalization of such programs and in the preparation of those who develop them.
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