El Cambio de Políticas en la Formación Continua y Desarrollo Profesional Docente en México: Transiciones, Postergaciones y Desafíos.
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| Title: | El Cambio de Políticas en la Formación Continua y Desarrollo Profesional Docente en México: Transiciones, Postergaciones y Desafíos. |
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| Alternate Title: | The change of policies in the continuous training and professional development of teachers in Mexico: Transitions, postponements and challenges. A mudança de políticas na formação contínua e desenvolvimento profissional de professores no México: Transições, adiamentos e desafios. |
| Authors: | Romero Gonzaga, Rosalina1 rrgonzaga@comunidad.unam.mx |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 8/2/2022, Vol. 30 Issue 111-113, p1-28. 28p. |
| Subject Terms: | *Secondary education, *Teacher training, *Professional education, *Educational change, *Teacher development, Power series |
| Abstract (English): | This article examines the changes in Mexican policies of continuous training and teacher professional development during periods of educational reforms within the field of policy studies. Based on documentary research and semi-structured interviews with participating educational actors, this study specifically identifies changes in policies related to basic and upper secondary education and shows the analytical potential of policy regimes as a fruitful framework to understand continuing training policies as decision processes with political and technical implications. Findings suggest that from the view of the policy regime, the international context favors a series of power arrangements and adjustments that force changes in continuing training policies and professional development at the national level, despite weak and deficient organizational and institutional regulation, which triggers wrong and harmful results. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El artículo examina los cambios en las políticas de formación continua y desarrollo profesional docente en periodos de reformas educativas desde el campo de los estudios de política (policy studies), a partir de una investigación documental y entrevistas semiestructuradas a actores educativos participantes con el propósito de identificar los cambios en las políticas de formación continua y desarrollo profesional docente en la educación básica y media superior en periodos de reformas educativas y mostrar el potencial analítico del régimen de políticas como un marco analítico fructífero para comprender las políticas de formación continua como como procesos de decisión con implicaciones políticas y técnicas. Los hallazgos sugieren que desde el régimen de políticas el contexto internacional favorece una serie de arreglos y ajustes de poder que forzaron los cambios en las políticas de formación continua y desarrollo profesional a nivel nacional a pesar de la débil y deficiente regulación organizacional e institucional que desencadenó resultados equivocados y nocivos. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O artigo examina as mudanças nas políticas de formação continuada e de desenvolvimento profissional docente em períodos de reformas educacionais a partir do campo dos estudos políticos, com base em pesquisa documental e entrevistas semiestruturadas com atores educacionais participantes com o objetivo de identificar as mudanças nas políticas da formação continuada e do desenvolvimento profissional docente no ensino fundamental e médio em períodos de reformas educacionais e mostrar o potencial analítico do regime político como um quadro analítico frutífero para compreender as políticas de formação continuada de professores como processos técnicos e políticos. A partir do regime político, assume-se que o contexto político internacional favorece uma série de arranjos e ajustes de poder que forçaram mudanças incrementais e não incrementais nas políticas de educação continuada e de desenvolvimento profissional em nível nacional com base em uma estrutura organizacional e organizacional fraca e deficiente. regulação institucional que desencadeou resultados contraproducentes e perniciosos. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article examines the changes in Mexican policies of continuous training and teacher professional development during periods of educational reforms within the field of policy studies. Based on documentary research and semi-structured interviews with participating educational actors, this study specifically identifies changes in policies related to basic and upper secondary education and shows the analytical potential of policy regimes as a fruitful framework to understand continuing training policies as decision processes with political and technical implications. Findings suggest that from the view of the policy regime, the international context favors a series of power arrangements and adjustments that force changes in continuing training policies and professional development at the national level, despite weak and deficient organizational and institutional regulation, which triggers wrong and harmful results. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.30.7181 |
