No abstract

La corrupción es el mal uso del poder público, con el propósito de obtener una ventaja o beneficio indebido para quien la realiza o para terceros, este mal afecta la economía del país, debilitando nuestro sistema democrático, afecta la legitimidad de las instituciones públicas y vulnera los derechos fundamentales de las personas. En ese sentido, entre los dispositivos legales para el combate a la corrupción dentro del aparato estatal, se encuentran normas que obligan a que cierto grupo de funcionarios y servidores públicos, presenten sus declaraciones juradas de intereses y la declaración jurada de ingresos bienes y rentas, en el supuesto de que, con ello se logra transparentar la administración pública. Al perder la privacidad, aumenta la vulnerabilidad frente a los niveles de inseguridad que crece en el país, debe tomarse en cuenta que, no es lo mismo publicitar los datos personales de un funcionario que cuenta con seguridad otorgada por el mismo estado las 24 horas del día y la nula seguridad que se le otorga a un servidor de mediano nivel obligado a cumplir la ley. El presente estudio fue efectuado desde el punto de vista de los trabajadores del estado, quienes ven publicitada en el internet la información privada que confiaron a su empleador: el estado. El derecho a la privacidad de funcionarios y servidores obligados a presentar su declaración jurada, es vulnerado en beneficio al derecho a la información pública que tienen los ciudadanos, elemento esencial dentro de un Estado democrático.

Globally, progress in education has been made in recent years to promote learning opportunities for all. However, significant gaps remain in lowincome countries. In Malawi, a developing country where the educational system is under development, primary education is a major concern. Several initiatives have been made to bridge this gap through improving the quality of teacher education, but research has shown that there is still a need to further understand the learning process of preservice teachers during the teacher education program. The present study aimed to gain knowledge about the primary preservice teachers’ process of learning, particularly, the development of their understanding of the knowledge necessary to teach mathematics. The current study addressed the question: How do pre-service teachers develop their understanding of the knowledge necessary to teach mathematics throughout teacher education? In the study, the knowledge necessary for teaching mathematics refers to the knowledge that teachers need to carry out the tasks of teaching mathematics. To further examine this matter, the overall question was divided into three sub-research questions: (1) What understanding do pre-service teachers have of the knowledge needed to carry out the tasks of mathematics teaching at the beginning of their teacher education? (2) To what extent does the pre-service teacher’s understanding of the knowledge needed to carry out teaching tasks evolve through the discussion of practical experiences in college? (3) How do pre-service teachers develop their understanding of the knowledge necessary to carry out the tasks of teaching throughout teacher education? These questions were compiled into a qualitative case study with six preservice teachers in a two-year primary teacher education program at a college in Malawi. Each of these pre-service teachers represented a different profile with teaching experience, subject preferences in high school, and a favorite subject to teach during college. The research occurred over three different moments in a two-year teacher education program in which the pre-service teachers were enrolled: an initial moment at the beginning of the program consisted of a questionnaire survey and individual interviews; a second moment during teaching practice that involved mathematics lessons observations and post-lesson interviews; and a third moment at the end of the program that included a focus group discussion. The data gathered were transcribed and analyzed using a thematic analysis approach. The themes of analysis were designed based on the six domains of mathematical knowledge for teaching theory. Findings show that pre-service teachers develop different paths of development of their understanding of the knowledge needed for teaching mathematics during teacher education and that such development has influences in how they acknowledge effective teaching in Malawi. The current thesis includes four articles that present the main data and results of the study. The first two articles present findings from an analysis of the pre-service teachers’ understanding of the subject matter knowledge and pedagogical content knowledge, and the third article presents an analysis of the pre-service teachers’ understanding when discussing teaching practice. The fourth article explores the understanding pre-service teachers developed throughout the teacher education program. The contribution of this thesis is to not only offer new empirical and theoretical insights to teacher education but also to suggest a path for further research in teaching knowledge.

In contexts of adversity, there is a need to educate pre-service teachers with specialized content knowledge so they can carry out the work of teaching effectively. This article draws upon a study with three pre-service teachers in Malawi that examines the understanding they develop of the knowledge needed to carry out mathematics teaching tasks, in particular, the knowledge needed sequence instructional tasks sequence and use mathematical representations in classrooms. The research was conducted in one teacher education college where the curriculum is under development and has an emergent demand for qualifying teachers in mathematics. The research methodology was based on a questionnaire, interviews, teaching observations, and group discussions. The data were thematically analyzed through two themes reflecting the knowledge pre-service teachers considered necessary for teaching mathematics. While the first theme reveals how pre-service teachers understand this knowledge as a reference for meeting curricular standards and students’ needs, the second captures a form of understanding that attempts to go beyond conceptual knowledge. The findings can help better understand the pre-service teachers’ learning and experience during teacher education and how theoretical constructs are conceived in challenging contexts of teacher education.