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Congruence Between Context and Opportunities for Professional Development of Mathematics Teachers in the Philippines

  • Debbie VerzosaEmail author
  • Maria Theresa Tulao-Fernando
  • Catherine Vistro-Yu
Chapter
Part of the Mathematics Education – An Asian Perspective book series (MATHEDUCASPER)

Abstract

Like in many other developing countries, mathematics education in the Philippines is often intertwined with macro problems that arise from the sociopolitical context of schools. We investigate the extent to which preservice and in-service education are able to prepare secondary teachers for teaching mathematics at the level of ordinary classrooms. Our analysis is based on the scholarly literature as well as on in-depth interviews with 22 classroom teachers from 12 of 17 Philippine regions who were accepted in a special credential program. We also discuss the macrostructures that exact considerable influence on classroom teaching.

Keywords

Pre-service In-service Content knowledge Mathematical pedagogical content knowledge 

References

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Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  • Debbie Verzosa
    • 1
    Email author
  • Maria Theresa Tulao-Fernando
    • 2
  • Catherine Vistro-Yu
    • 2
  1. 1.Ateneo de Davao UniversityDavao CityPhilippines
  2. 2.Ateneo de Manila UniversityQuezon CityPhilippines

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