A PROFESSIONAL DEVELOPMENT MODEL FOR IN-SERVICE TEACHERS BASED ON IDENTIFICATION PROCESSES AND TEACHER COLLABORATION.

Based on data and results that are part of a large longitudinal study, we built a model for the professional development of in-service middle school math teachers in Mexico. This study accounts of information on the general characteristics of the official programs for professional development implemented by the Ministry of Education in Mexico. The empirical work started by identifying teachers' personal philosophies or images of mathematics (Ernest, 2007, 2012), and a blending of theoretical constructs was utilized. [ABSTRACT FROM AUTHOR]