Escuelas formadoras de docentes en México: trayectorias divergentes hacia la educación superior (Investigaciones)

The purpose of this article is to compare two public normal schools of the initial teacher training system in Mexico, within the framework of the implementation of the educational policy program that seeks to integrate them into higher education in their functions. Through an exploratory case study, a documentary analysis was carried out and semi-structured interviews were carried out with former directors, former delegational secretary of the Sindicato Nacional de Trabajadores de la Educación (SNTE) and teachers. The results show that teaching is part of their daily work; research is far from being consolidated, because it is not a requirement for entry; The dissemination is limited to cultural, sporting and civic aspects, and the management in a school is subject to the management considering that it can address the policy and its conviction to carry it out, unlike the other where said management is based. The implementation of the policy has achieved incipient progress, where the common problems of normal schools require differentiated attention. It is recommended that, when the policy is not close to its institutionalized practices, it be complemented with guidelines and guidelines that guide the operation. With the support of theoretical foundations, the research favors the analysis of what happens not only in schools in Mexico, but in other Latin American countries.

• Hovedforfatter: Legaspi Lozano, Mayela (author)
• Andre forfattere: Camacho Sandovalb, Salvador (author)
• Format: article
• Sprog: spa
• Udgivet: 2024
• Fag: FORMACIÓN DE PERSONAL DOCENTE; POLÍTICA EDUCATIVA; ESCUELAS PÚBLICAS; ENSEÑANZA SUPERIOR; TEACHER TRAINING
• Online adgang: http://hdl.handle.net/10644/9756