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Dominican Republic: The Initial and Continuing Preparation of Teachers

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Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)


This chapter was prepared as a baseline document for the Capacity and Networking Project, CANP 2012. In this document a synthesis of the main aspects of the historical context of the preparation of teachers, the structures for the initial preparation of Mathematics teachers, the contents of teacher preparation based on the programs offered by institutions that have such programs, a discussion on programs of continuing teacher development, the most recent developments in initial and continuing teacher preparation, and the main strengths, weaknesses, threats and challenges of teacher preparation in the Dominican Republic are presented. It is important to emphasize the impact that reforms and constitutional changes have had on education. Therefore, in this report, the analysis of the historical context has been organized in four stages that have been identified by experts on the history of Dominican education (Almánzar in Trayectoria de la formación del docente dominicano. SEE, Santo Domingo, 2008; Fiallo and Germán in La formación de maestros y maestras en República Dominicana. Búho, Santo Domingo, 1999) who have identified the most important aspects of educational legislation related to teacher preparation. Also, it should be pointed out that the Dominican education system is structured into four levels: initial, elementary, secondary and post-secondary. The Ministry of Education (MINERD) is in charge of the initial, elementary and secondary levels. The Ministry of Higher Education, Science and Technology (MESCYT) directs post-secondary education. Currently in the Dominican Republic there are 42 institutions of post-secondary education and 22 (52 %) of them offer programs in Elementary Education and 15 (36 %) offer programs in Secondary Education with a major in Physics and Mathematics. These institutions base their teacher preparation programs on regulations established by the Institute for the Preparation and Development of Teachers (INAFOCAM). This organization, under the MINERD, is also responsible for establishing the profile of entering students, as well as graduates, and for indicating the number of credits in preparation programs and the distribution of practicum and theoretical hours for each subject. The MINERD is responsible for continuing teacher development in collaboration with the continuing preparation department of the MESCYT. It is important to consider the situation described in this report to understand the working conditions of Dominican teachers.


  • Teacher preparation
  • Mathematics education
  • Dominican Republic

This chapter is based on the article: González, S., Cruz, I., Caraballo, J., Blanco, J., Matías, E., & Ramírez, L. (2013). Informe sobre la formación inicial y continua de Profesores de Matemáticas: República Dominicana. Cuadernos de Investigación y Formación en Educación Matemática, 8 (Special issue), 51–87, available at

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Correspondence to Ivanovnna Cruz .

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Appendix: Meanings of Acronyms

Appendix: Meanings of Acronyms


Agency for International Development


Evaluation and Educational Research Consortium


Commission for the Restructuring of Normal Schools


Dominican Institute for Evaluation and Research on the Quality of Education


Institutions of Higher Education


Institute for the Preparation and Development of Teachers


Institute for Technical Professional Preparation


Higher Institute for Teacher Preparation Salomé Ureña de Henríquez


Ministry of Higher Education, Science and Technology


Ministry of Education


Organization for Economic Co-operation and Development


Physical Science Study Committee


Diagnostic Test for Academic Measurement


Program for the Development of Elementary Education


Mother and Teacher Pontifical Catholic University


State Secretariat for Education, Fine Arts and Culture


School Mathematics Study Group


Autonomous University of Santo Domingo


United Nations Educational, Scientific and Cultural Organization


National University Pedro Henríquez Ureña

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Cruz, I., González, S. (2017). Dominican Republic: The Initial and Continuing Preparation of Teachers. In: Ruiz, A. (eds) Mathematics Teacher Preparation in Central America and the Caribbean. SpringerBriefs in Education. Springer, Cham.

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