Bibliographic Details
| Title: |
SITUADA DEL PERSONAL DOCENTE EN HIDALGO: EL PAPEL DE LOS CENTROS DE MAESTROS. |
| Alternate Title: |
SITUATED TEACHER PROFESSIONAL DEVELOPMENT IN HIDALGO: THE ROLE OF TEACHER CENTERS. |
| Authors: |
de Jesús Tapia-Franco, María Teresa1 teresaaatapi@gmail.com, Fernández-Álvarez, Denis2 dfernandez@ucf.edu.cu |
| Source: |
Revista Mexicana de Investigacion e Intervención Educativa. Apr-Jun2026, Vol. 5 Issue 2, p183-191. 8p. |
| Subject Terms: |
*Continuing education centers, *Educators, *Teacher development, *Self-efficacy in teachers, *Effective teaching, *Educational equalization, *Instructional innovations |
| Geographic Terms: |
Hidalgo (Mexico : State), Mexico |
| Abstract (English): |
The situated professionalization of teaching staff constitutes a strategic axis for educational improvement, particularly in contexts characterized by territorial, social, and cultural inequalities. However, traditional models of continuing education have shown limitations in responding appropriately to school realities. This article aims to analyze, describe, and explain the role of the Teacher Centers in the state of Hidalgo, Mexico, as institutional devices to promote situated continuing education processes that strengthen teachers' professional autonomy and foster the redefinition of teaching practice. The study is based on a qualitative, documentary, and participatory methodology, supported by the analysis of national and international theoretical references and the collection of teaching experiences. The findings show that Teacher Centers have significant potential to articulate contextualized training processes, provided they have adequate institutional conditions, infrastructure, and support mechanisms, in alignment with the 2025 National Strategy for Continuing Education and the humanistic approach of the New Mexican School. It is concluded that strengthening Teacher Centers is key to transforming continuing education into a relevant, reflective process oriented toward equity and educational excellence. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
La profesionalización situada del personal docente constituye un eje estratégico para la mejora educativa, particularmente en contextos caracterizados por desigualdades territoriales, sociales y culturales. No obstante, los modelos tradicionales de formación continua han mostrado limitaciones para responder con pertinencia a las realidades escolares. Este artículo tiene como objetivo analizar, describir y explicar el papel de los centros de maestros en el estado de Hidalgo, México, como dispositivos institucionales para impulsar procesos de formación continua situada que fortalezcan la autonomía profesional docente y favorezcan la resignificación de la práctica. El estudio se sustenta en una metodología cualitativa de carácter documental y participativo, apoyada en el análisis de referentes teóricos nacionales e internacionales y en la recuperación de experiencias del magisterio. Los hallazgos evidencian que los Centros de Maestros poseen un potencial significativo para articular procesos formativos contextualizados, siempre que cuenten con condiciones institucionales, infraestructura y mecanismos de acompañamiento adecuados, en coherencia con la Estrategia Nacional de Formación Continua 2025 y el enfoque humanista de la Nueva Escuela Mexicana. Se concluye que fortalecer a los Centros de Maestros resulta clave para transformar la formación continua en un proceso pertinente, reflexivo y orientado a la equidad y la excelencia educativa. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
