Las Políticas de Formación Docente y su Implementación: Un Estudio de Caso en el CONAFE.
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| Title: | Las Políticas de Formación Docente y su Implementación: Un Estudio de Caso en el CONAFE. |
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| Alternate Title: | Teacher training policies and their implementation: A case study of CONAFE. Políticas de formação docente e sua implementação: Um estudo de caso no CONAFE. |
| Authors: | Cáceres Mesa, Maritza Librada1 maritza_caceres3337@uaeh.edu.mx, López Meneses, Karime Denisse1 karime_lopez@uaeh.edu.mx, Suárez Monzón, Noemí2 nsuarez@unibe.edu.ec |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 5/12/2026, Vol. 34 Issue 45-47, p1-22. 22p. |
| Subject Terms: | *Teacher training, *Educational equalization, *Rural education, *Teacher development, *Place-based education, *Career development, Policy analysis |
| Geographic Terms: | Mexico, Hidalgo (Mexico : State) |
| Abstract (English): | This article analyzes the implementation of the teacher education policy of the National Council for Educational Development (CONAFE) in Mexico, with the aim of identifying the gap between its regulatory design and its enactment in highly marginalized rural and Indigenous contexts. The study is grounded in a public policy analysis framework and in a situated teacher education approach, considering training needs from a contextualized perspective in which subjects, knowledge, experiences, and understandings converge. The study was conducted with 274 community educators affiliated with CONAFE in the state of Hidalgo. A mixed-methods approach was adopted, using a descriptive-analytical case study design that combines quantitative and qualitative techniques to provide a comprehensive understanding of the phenomenon under investigation. The findings indicate that although the ABCD training model and the 240-hour initial course are positively valued by a segment of participants, structural limitations persist. These include issues related to pedagogical relevance, weaknesses in tutorial mentoring, and the absence of sustained professional career pathways. The study provides empirical evidence on the challenges of teacher education within compensatory schemes and contributes to the international debate on the implementation of educational policies in territories characterized by social inequality and institutional precarity. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo analiza la implementación de la política educativa de formación docente del Consejo Nacional de Fomento Educativo (CONAFE) en México, con el objetivo de identificar la brecha existente entre su diseño normativo y su instrumentación en contextos rurales e Indígenas de alta marginación, sustentado en un enfoque de análisis de políticas públicas y la formación docente situada; considera las necesidades formativas desde una perspectiva contextualizada, donde convergen los elementos; sujetos, saberes, experiencias, conocimientos. Este estudio se desarrolló con 274 educadores comunitarios que pertenecen al CONAFE en el estado de Hidalgo y se asumió un enfoque mixto, con un diseño de estudio de caso descriptivo-analítico, que combina técnicas cuantitativas y cualitativas para ofrecer una comprensión integral del fenómeno investigado. Los resultados muestran que, si bien el modelo formativo ABCD y el curso inicial de 240 horas son valorados positivamente por una parte de los participantes, persisten limitaciones estructurales relacionadas con la pertinencia pedagógica, la debilidad del acompañamiento tutorial y la ausencia de trayectorias profesionales sostenidas. El estudio aporta evidencia empírica sobre los desafíos de la formación docente en esquemas compensatorios y contribuye al debate internacional sobre la implementación de políticas educativas en territorios caracterizados por desigualdad social y precariedad institucional. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo analisa a implementação da política educacional de formação docente do Conselho Nacional de Fomento Educativo (CONAFE) no México, com o objetivo de identificar a lacuna existente entre seu desenho normativo e sua operacionalização em contextos rurais e Indígenas de alta marginalização. O estudo fundamenta-se em uma abordagem de análise de políticas públicas e na perspectiva de formação docente situada, considerando as necessidades formativas a partir de uma perspectiva contextualizada, na qual convergem sujeitos, saberes, experiências e conhecimentos. A pesquisa foi desenvolvida com 274 educadores comunitários vinculados ao CONAFE no estado de Hidalgo, adotando-se uma abordagem de métodos mistos, com desenho de estudo de caso descritivo-analítico, que combina técnicas quantitativas e qualitativas para oferecer uma compreensão integral do fenômeno investigado. Os resultados demonstram que, embora o modelo formativo ABCD e o curso inicial de 240 horas sejam avaliados positivamente por parte dos participantes, persistem limitações estruturais relacionadas à pertinência pedagógica, à fragilidade do acompanhamento tutorial e à ausência de trajetórias profissionais sustentadas. O estudo fornece evidências empíricas sobre os desafios da formação docente em esquemas compensatórios e contribui para o debate internacional acerca da implementação de políticas educacionais em territórios caracterizados por desigualdade social e precariedade institucional. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article analyzes the implementation of the teacher education policy of the National Council for Educational Development (CONAFE) in Mexico, with the aim of identifying the gap between its regulatory design and its enactment in highly marginalized rural and Indigenous contexts. The study is grounded in a public policy analysis framework and in a situated teacher education approach, considering training needs from a contextualized perspective in which subjects, knowledge, experiences, and understandings converge. The study was conducted with 274 community educators affiliated with CONAFE in the state of Hidalgo. A mixed-methods approach was adopted, using a descriptive-analytical case study design that combines quantitative and qualitative techniques to provide a comprehensive understanding of the phenomenon under investigation. The findings indicate that although the ABCD training model and the 240-hour initial course are positively valued by a segment of participants, structural limitations persist. These include issues related to pedagogical relevance, weaknesses in tutorial mentoring, and the absence of sustained professional career pathways. The study provides empirical evidence on the challenges of teacher education within compensatory schemes and contributes to the international debate on the implementation of educational policies in territories characterized by social inequality and institutional precarity. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.34.9510 |
