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Mathematics Teacher Preparation in Central America and the Caribbean pp 57–70Cite as

Dominican Republic: The Initial and Continuing Preparation of Teachers

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Abstract

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.

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 http://revistas.ucr.ac.cr/index.php/cifem/article/view/12222.

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References

  • Almánzar, J. N. (2008). Trayectoria de la formación del docente dominicano. Santo Domingo, República Dominicana: SEE.

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Authors and Affiliations

  1. Pontificia Universidad Católica Madre y Maestra, Santiago de los Caballeros, Dominican Republic

    Ivanovnna Cruz & Sarah González

Authors
  1. Ivanovnna Cruz
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  2. Sarah González
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Correspondence to Ivanovnna Cruz .

Editor information

Editors and Affiliations

  1. Center for Research and Teacher Preparation in Mathematics Education, University of Costa Rica, San José, Costa Rica

    Angel Ruiz

Appendix: Meanings of Acronyms

Appendix: Meanings of Acronyms

AID:

Agency for International Development

CEIE:

Evaluation and Educational Research Consortium

CORENOR:

Commission for the Restructuring of Normal Schools

IDEICE:

Dominican Institute for Evaluation and Research on the Quality of Education

IES:

Institutions of Higher Education

INAFOCAM:

Institute for the Preparation and Development of Teachers

INFOTEP:

Institute for Technical Professional Preparation

ISFODOSU:

Higher Institute for Teacher Preparation Salomé Ureña de Henríquez

MESCYT:

Ministry of Higher Education, Science and Technology

MINERD:

Ministry of Education

OECD:

Organization for Economic Co-operation and Development

PSSC:

Physical Science Study Committee

POMA:

Diagnostic Test for Academic Measurement

PRODEP:

Program for the Development of Elementary Education

PUCMM:

Mother and Teacher Pontifical Catholic University

SEEBAC:

State Secretariat for Education, Fine Arts and Culture

SMSG:

School Mathematics Study Group

UASD:

Autonomous University of Santo Domingo

UNESCO:

United Nations Educational, Scientific and Cultural Organization

UNPHU:

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. https://doi.org/10.1007/978-3-319-44177-1_4

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  • DOI: https://doi.org/10.1007/978-3-319-44177-1_4

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