Teacher training and professional development located for the teaching of language and mathematics in Colombia

The purpose of this article is to present a bibliographic survey of the current trends in Colombia regarding teacher training and professional development located for the teaching of Language and Mathematics at primary and secondary academic education levels. The aim is to focus on three categories of analysis: learning communities, situated professional development and pedagogical practice, demonstrating in a concrete way how the quality of education in the country has been impacted, from the official sector, by analyzing the results obtained in the research carried out in this educational field. These categories develop some dimensions that allow to solve the question of what are the changes that occur in the pedagogical practice of the teachers after applying a training in the methodology of the study of classes. The analysis of this system of categories and dimensions has been carried out under the process of teaching Language and Mathematics, and how it contributes significantly in improving the processes of reading comprehension and solving mathematical problems. The studies addressed demonstrate a positive effect on teaching and instruction oriented by teachers, especially in their methodologies, didactic strategies, situated professional development and evaluative practices, as well as in student learning.