Analyses of Mathematics Teacher Professional Development Programs in Selected Developing and Developed Countries: Insights for Quality Mathematics Instruction in Sub-Saharan African Countries LUCKSON MUGANYIZI KAINO (University of South Africa, UNISA)
2015 • Pages: 127
•
Size: 180x240 • Binding: Hard • Price: US $
35/-Rs. 1000/-
(Special Issue of
International Journal of Educational Sciences - No. 2)
This Special issue comes under the project entitled “Analyses of Mathematics Teacher Professional Development Programs in Selected Developing and Developed Countries: Insights for quality Mathematics Instruction in Sub-Saharan African countries” involving ten countries. These countries are Botswana, Morocco, Namibia, Poland, Singapore, South Korea, South Africa, Swaziland, Tanzania and Zimbabwe. The project is based in the Department of Mathematics Education (DME) at the University of South Africa (UNISA) and is sponsored by the College of Education at UNISA under Community Engagement project initiatives in the college. Reading through all the articles, the reader will learn about (i) the processes and strategies used in ten countries in mathematics teacher professional development and as also compared to other countries of the world, (ii) the efforts made by authors to improve mathematics teacher professional development programmes in their countries and (iii) the efforts of the project team to share research knowledge, networking and fostering partnerships beyond their borders.
CONTENTS
Editorial
Bernard D. Dlamini and Mlungisi H. Dlamini • The Effectiveness of Mathematics Professional Development in Swaziland
David Mtetwa, Bernadette Chabongora, Zakaria Ndemo and Evelyn Maturure • Features of Continuous Professional Development (CPD) of School Mathematics Teachers in Zimbabwe
Alan Rogerson • Reform in Mathematics Teacher Professional Development in Poland
Luckson M. Kaino, Joseph J. Dhlamini, Moshe M. Phoshoko, Zingi M. M. Jojo, Ronél Paulsen and Mapula G. Ngoepe • Trends in Mathematics Professional Development Programmes in Post-Apartheid South Africa
Septimi Kitta • Development of Mathematics Teachers: Experience from Tanzania
Hee-chan Lew • Leadership and Autonomy Driving Mathematics Teacher Education in South Korea
Choshi D. Kasanda • Provision of Mathematics Continuous Professional in Namibia
Nouzha El Yacoubi • New Reforms to Improve Professional Development of Mathematics Teachers in Morocco
Kim Ramatlapana •Advances in the Provision of Mathematics Teacher Professional Development in Botswana
Ronél Paulsen • Professional Development as a Process of Change: Some Reflections on Mathematics Teacher Development
Luckson Muganyizi Kaino • Towards a Framework for Effective Mathematics Continuous Professional Development
Zingiswa Mybert Monica Jojo • Comparative Study on Structural Organisation of Mathematics Continuous Professional Development (MCPD) in Selected Developing and Developed Countries
Moshe Phoshoko • Experiences of Role Players in the Implementation of Mathematics Teachers’ Continuous Professional Development in South Africa
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