Professional Knowledge: assessment and in-service teacher training
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 6
Abstract
: End of descriptive correlational research ex post facto evaluation of the Professional Knowledge of Elementary Teachers report. The aim is to describe the professional knowledge of Mexican teachers on 2 cores targeting: the knowledge of the subjects of mathematics and Language and curricular knowledge of the current curriculum in Mexico. It is assumed that the level of professional knowledge of teachers is substantially affecting student achievement is reflected in the performance indices of national and international assessments such as PISA. The investigative process that had culminated central question What is the relationship between disciplinary knowledge of Spanish and math curriculum knowledge they have about the Plan and Study Programs working with teachers of Basic Education in Mexico? The methodology is quantitative correlating two variables: disciplinary knowledge and curriculum knowledge. After applying three instruments evaluation of primary teachers in Jalisco as research subjects the hypothesis is rejected. It contributes to the pursuit of options for improving education through the use of professional knowledge as a baseline to propose some strategies to support the development of professional knowledge of the teacher and generate a joint between two macro processes that are performed in Mexico, the evaluation of teachers in basic education and training of teachers.
Authors and Affiliations
María del Carmen Gabriela Flores Talavera
Keywords
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