The Evolution of Mathematics Teacher Professional Development in Egypt

This Chapter maps out the evolution of mathematics teacher professional development over the twenty year time period between 2003 and 2023 for the case of Egypt. Based on the school-society mirror theoretical framing, the work sets out to explore relations between societal trends and how these can be seen as projecting themselves on the trends in mathematics teacher professional development. The study takes a form of a case study, focusing on the particular context of Egypt. The data was collected in the form of extended interviews that were triangulated by an extensive desk based study. Findings indicate a reciprocal relationship between societal trends and professional development trends. In light of the growing trend of globality in the mathematics classroom, the Chapter calls for a need for contextual understanding of the local influencing factors that affect the way teachers perceive the ethos of teaching and learning mathematics as mathematics educators.