Source: European Journal of Teacher Education, Volume 36, Issue 3, 2013, pages 279-292
The purpose of this study was to evaluate a programme on mathematics teaching carried out using reflective practice.
The participants were 284 teachers in various stages of the education system.
Data were collected through surveys, interviews and reports.
While the study shows that the education programme generates high levels of satisfaction, pedagogical appropriateness and learning, its achievements in effectiveness are moderate. Although, in general, what is learned through teacher education is implemented in the classroom, it is done individually and without becoming a part of the culture of the school.
The results show little evidence of the programme's impact on student learning.
The article offers proposals for improving the education programme, while, at the same time, analysing the usefulness of the approach and evaluation tools employed.