Bibliographic Details
| Title: |
EXPERIENCIAS SOBRE PRECARIEDAD LABORAL DOCENTE DURANTE PROCESOS INSTITUCIONALES DE CODISEÑO CURRICULAR EN BAJA CALIFORNIA. |
| Authors: |
HERNÁNDEZ DURAN, RUBÉN1 ruben.hernandez.duran@uabc.edu.mx, MALAGA VILLEGAS, SERGIO GERARDO2 smalaga@uabc.edu.mx |
| Source: |
Revista Mexicana de Investigación Educativa. 2026, Vol. 31 Issue 110, p713-739. 27p. |
| Subject Terms: |
*Job security, *Teacher education, *Curriculum planning, *Primary education, *Qualitative research, Professional ethics |
| Geographic Terms: |
Mexico, Baja California (Mexico : Peninsula) |
| Abstract (English): |
This article explores the statements regarding job instability among teachers coming from civil servants, administrators, and teachers in the field of teacher education. The findings are drawn from a broader study that examined the curriculum codesign process for the Bachelor's degree in Primary Education in Baja California, Mexico. The methodological framework is embedded in an interpretive paradigm with a qualitative approach and is based on semi-structured interviews with seven key informants. Qualitative content analysis revealed that, during the curriculum codesign process, job instability persists, directly affecting teachers without tenure who, paradoxically, show greater commitment to these tasks. Finally, the study concludes that some conditions enable the reassessment of the professional activity of the academic community engaged in this process. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Este artículo analiza las expresiones discursivas de personal de la función pública, directivo y docente en la educación normal sobre la precariedad laboral del profesorado. Los hallazgos se derivan de una investigación más amplia que examinó el proceso de codiseño curricular de la licenciatura en Educación Primaria en Baja California, México. El encuadre metodológico se inscribe en un paradigma interpretativo, con un enfoque cualitativo y se basa en la aplicación de entrevistas semiestructuradas a siete informantes clave. El análisis cualitativo de contenido permitió identificar que durante el codiseño curricular persisten condiciones de precariedad laboral que afectan directamente a docentes sin nombramiento definitivo, quienes, paradójicamente, asumen un mayor compromiso en esas tareas. Finalmente, se concluye que existen condiciones que posibilitan la revalorización de la actividad profesional de la comunidad académica participante en dicho proceso. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
