https://transylvanianreviewjournal.com/index.php/TR <p>The journal publishes original papers in all areas of science, engineering and technology (Sport Sciences, Accounting, Medicine and Physics, Computer and Mathematical Sciences, law scope, Agricultural Sciences, Biological Sciences, Chemical Sciences, Engineering, Environmental Sciences, Arts and Humanities, Psychological and Educational Sciences, Statistics, Management, Economics and Financial Economics).</p> <p>Online ISSN: 1221-1249</p> <p>&nbsp;</p> en-US Transylvanian Review 1221-1249 https://transylvanianreviewjournal.com/index.php/TR/article/view/1110 <p>The physics teachers require, in addition to knowledge of the discipline, development of skills that allow them to plan and implement teaching strategies that help students acquire knowledge of the different branches of physics and their usefulness in different contexts (Arriaga et al., 2017). Thus, teacher training plays a fundamental role and can be approached from two perspectives: initial training (profile) and in-service training (teacher training) (Gómez et al., 2020; Campos, 2020). In Latin America, particularly in Chile and Mexico, the training of physics teachers focuses on their professional profile, so it is necessary to deepen teacher training, so that an ideal profile is achieved to teach physics classes (Ramírez &amp; Medina, 2022). In general, the teaching of teachers can be divided into two: 1) courses on the didactics of physics; and 2) courses on the educational model of the school (Arriaga et al., 2017). In the work we are presenting, a study was conducted about the training of the physics teacher, creating indicators to know the ideal profile of the teacher, and proposing training tools that allow the teacher to approach the ideal profile, and a comparison of the results of the study between teachers of Chile and Mexico.</p> Mario Humberto Ramírez Díaz Jhonny Alexis Medina Contreras Irene Gómez Jiménez Copyright (c) 2024 Transylvanian Review http://creativecommons.org/licenses/by-nc-nd/4.0 2024-10-09 2024-10-09 50 3 https://transylvanianreviewjournal.com/index.php/TR/article/view/1111 <p>The purpose of this research was to investigate how teachers' Professional Development (PD) improves their expertise of Mathematics teachers. It used a qualitative case study and was based on the qualitative method. The study's population included two Mathematics Curriculum Advisors (CAs), six Mathematics teachers, and six principals, for a total of 14 participants. Purposive and snowball sampling were used to choose the participants. Semi-structured interviews were used to collect data, which was then analysed using theme analysis. The study followed ethical standards to protect the rights of participants. According to the findings, teachers can improve their understanding of Mathematics teaching by enrolling in studies at accredited institutions of Higher Education such as universities and teachers' training colleges, as well as attending workshops, subject meetings, and staff meetings.</p> <p>&nbsp;</p> TI Mogashoa SI Sambo Copyright (c) 2024 Transylvanian Review http://creativecommons.org/licenses/by-nc-nd/4.0 2024-10-09 2024-10-09 50 3