Programas de desarrollo y aprendizaje profesional docente de profesores de secundaria de matemáticas. estrategias y enfoques en los últimos 12 años.
Teacher professional learning and development programs for secondary mathematics teachers. strategies and approaches in the last 12 years.
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Las investigaciones sobre el Desarrollo Profesional Docente y el Aprendizaje Profesional han aumentado en los últimos años. Estas son de gran importancia para el diseño de programas de formación continua que promuevan el mejoramiento del conocimiento, las creencias, las actitudes y las prácticas de enseñanza de los profesores, además que impacten el desempeño de sus estudiantes. No obstante, sus bases teóricas están dispersas en diferentes enfoques de formación, por lo que carecen de una perspectiva consensuada acerca de cuáles son las estrategias más útiles y efectivas para mejorar tanto la práctica de enseñanza como el aprendizaje de los estudiantes. El objetivo de este trabajo es presentar los resultados de una revisión sistemática PRISMA en SCOPUS y Web of Sciense (WoS) durante el periodo 2010-2022, para identificar cuáles son las estrategias implementadas con el profesorado de matemáticas de secundaria para mejorar sus procesos de enseñanza y aprendizaje de las matemáticas. Los resultados evidencian que las estrategias más frecuentes son las lecciones de estudios y las comunidades prácticas y el método más usado es el cualitativo. Por otro lado, las investigaciones con el profesorado de secundaria de matemáticas siguen siendo escasas dejando una gran oportunidad de investigación con esta población para desarrollar programas de formación
tanto para facilitadores como para profesores, puesto que una de las limitaciones radica en la generalización de dichos programas y en la preparación de quienes los desarrollan
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