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Dominican Republic: The Initial and Continuing Preparation of Teachers

  • Ivanovnna CruzEmail author
  • Sarah González
Chapter
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

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.

Keywords

Teacher preparation Mathematics education Dominican Republic 

References

  1. Almánzar, J. N. (2008). Trayectoria de la formación del docente dominicano. Santo Domingo, República Dominicana: SEE.Google Scholar
  2. Fiallo, J., & Germán, A. (1999). La formación de maestros y maestras en República Dominicana. Santo Domingo, República Dominicana: Búho.Google Scholar
  3. González, S. (2011, July-December). Aportes a la Educación Matemática en República Dominicana y Latinoamérica. Cuaderno Pedagogía Universitaria, pp. 16–22.Google Scholar
  4. MESCYT. (2011). Informe General sobre Estadística de Educación Superior 2006–2009. Republica Dominicana: Innova Technology.Google Scholar
  5. Organización de Estados Iberoamericanos (OEI). (2003). Organización y Estructura de la Formación Docente en Iberoamérica. OEI: autor. Retrieved from http://www.oei.es/quipu/dominicana/
  6. Vincent, M. (2010). Características de los Planes de Estudio de Formación Docente en República Dominicana. Seminario Interinstitucional Reformulación de la Formación Docente en República Dominicana. Santo Domingo: MESCYT.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  1. 1.Pontificia Universidad Católica Madre y MaestraSantiago de los CaballerosDominican Republic

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