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The Strategies behind the PhD in Mathematics Education Graduates' Professional Growth: Insights from a Graduate Tracer Study (2016-2023)

Artigo2026

Ryan L. Cerveza

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Resumo

This study explored the professional growth of PhD in Mathematics Education graduates from Don Mariano Marcos Memorial State University (2016-2023), focusing on the teaching strategies that contributed to their advancement. Motivated by the limited research linking doctoral training to practical classroom application, the study aims to identify which instructional approaches were most relevant to graduates' teaching practices and career outcomes. Using a descriptive tracer study design, data were gathered from all 16 program alumni through a structured online survey and analyzed using both quantitative and qualitative methods. Findings revealed that research-based instruction, problem-based learning, and digital tool integration were the most impactful strategies, contributing to improved teaching performance, increased confidence, job promotions, and professional recognition. Graduates reported high alignment between their doctoral training and real-world educational demands, particularly during the pandemic's transition to remote learning. Framed by Human Capital and Social Systems Theories, the results highlight how doctoral education functions as both a personal investment and an institutional lever for change. The study concludes that embedding flexible, research-informed pedagogies in doctoral programs strengthens instructional leadership and positions graduates as key agents of innovation in mathematics education.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teaching Research Journal
Ano
2026
Idioma
en
Palavras-chave
Doctoral Programs; Mathematics Education; Foreign Countries; College Graduates; Teaching Styles; Educational Strategies; Educational Practices; Alumni; Outcomes of Education; Education Work Relationship
Temas
Práticas Pedagógicas, Tecnologias Digitais
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/11/2026 · verificada em 01/11/2026

Como citar

ABNT
CERVEZA, Ryan L.. The Strategies behind the PhD in Mathematics Education Graduates' Professional Growth: Insights from a Graduate Tracer Study (2016-2023). Mathematics Teaching Research Journal, 2026. Disponível em: https://eric.ed.gov/?id=EJ1518540. Acesso em: 5 nov. 2026.

APA

Cerveza, R. L. (2026). The Strategies behind the PhD in Mathematics Education Graduates' Professional Growth: Insights from a Graduate Tracer Study (2016-2023). Mathematics Teaching Research Journal. https://eric.ed.gov/?id=EJ1518540

BibTeX
@article{cerveza2026,
  author = {Cerveza, Ryan L.},
  title = {The Strategies behind the PhD in Mathematics Education Graduates' Professional Growth: Insights from a Graduate Tracer Study (2016-2023)},
  year = {2026},
  journal = {Mathematics Teaching Research Journal},
  url = {https://eric.ed.gov/?id=EJ1518540},
  language = {en}
}
RIS
TY  - JOUR
AU  - Cerveza, Ryan L.
TI  - The Strategies behind the PhD in Mathematics Education Graduates' Professional Growth: Insights from a Graduate Tracer Study (2016-2023)
PY  - 2026
JO  - Mathematics Teaching Research Journal
UR  - https://eric.ed.gov/?id=EJ1518540
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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