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Transforming Mathematics Teacher Competencies in Small States: An ODL and TEL Approach to Sustainable Professional Development
Abstract
Mathematics proficiency is a critical determinant of educational and professional success. However, across the Caribbean, students continue to struggle with mathematics achievement, largely due to gaps in teacher knowledge and pedagogical skills. Traditional professional development (PD) models have often been inadequate in addressing these gaps, particularly given teachers' time constraints, diverse learning needs, and professional commitments. This paper, as part of Phase 2 of the ongoing Advancing Caribbean Teachers (ACT) in Mathematics project, presents the design of a Technology-Enabled Learning (TEL) and Open and Distance Learning (ODL) model for professional development, aimed at enhancing teacher competencies, beginning with the Eastern Caribbean. Grounded in Carrillo et al.'s Mathematics Teacher's Specialised Knowledge (MTSK) Model, Clarke and Hollingsworth's (2002) Interconnected Model of Teacher Change, and an ODL framework, the programme integrates virtual workshops, a Moodle-based Community of Practice, and Open Educational Resources (OER) to support teacher learning. This paper examines how TEL and ODL principles address existing PD challenges, offering scalable, flexible, and effective alternatives to traditional approaches. The discussion highlights the design of the programme, its potential for sustained professional learning, and its broader implications for building resilient mathematics education communities.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 5107
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Region
Caribbean and Americas
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Date
2025-09
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ORCID
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Publisher
Commonwealth of Learning (COL)