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The politics of admission to the teaching career in Mexico: Results of an alleged suitability

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Published: 2018-01-22

Authors

Graciela Cordero Arroyo

Universidad Autónoma de Baja California

http://orcid.org/0000-0001-8567-1732

Jose Alfonso Jimenez Moreno

Universidad Autónoma de Baja California

http://orcid.org/0000-0003-0704-7883

Keywords: preservice teacher education; elementary education; preschool education; educational policy; education reform; teacher evaluation

Abstract

As a consequence of the Mexican Educational Reform of 2013, the educational system allows the entry into teaching in presschools and primary schools to professionals without preservice teacher education, as long as they demonstrate their suitability through two large-scale tests. This article describes and analyzes the implementation of the tests used in the evaluation of admission to the professional teaching service at these educational levels, and in addition, presents empirical evidence of the results of the process of entering the teaching career as a basis to question the alleged suitability in the evaluation results, both nationally and in a federal entity in the northwest of the country. Two references are observed that define the suitability of the teaching performance. The first is an instrument called Profiles, Parameters and Indicators, which serves as a general ideal of what is expected by the teaching function. The second, the standards defined in the measurement process itself. The conclusion addresses the need to review the process of evaluation of the admission to the teaching career in Mexico, as well as to analyze the implications for the devaluation of the teaching profession and the desired educational quality that the entry of professionals without the appropriate training can bring.

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Author Biographies

Graciela Cordero Arroyo

Universidad Autónoma de Baja California

Instituto de Investigacion y Desarrollo Educativo

Jose Alfonso Jimenez Moreno

Universidad Autónoma de Baja California

Licenciado y Maestro en Psicología, Doctor en Pedagogía por la Universidad Nacional Autónoma de México. Fue coordinador de tres Exámenes Generales para el Egreso de la Licenciatura en el Centro Nacional de Evaluación para la Educación Superior (Ceneval) y subdirector de pruebas internacionales en el Instituto Nacional para la Evaluación de la Educación (INEE, México). Actualmente es investigador del IIDE de la UABC. Es miembro del Sistema Nacional de Investigadores en nivel Candidato. Su línea de investigación es la evaluación de la educación.

PDF (Español)

Published: 2018-01-22

How to Cite

Cordero Arroyo, G., & Jimenez Moreno, J. A. (2018). The politics of admission to the teaching career in Mexico: Results of an alleged suitability. Education Policy Analysis Archives, 26, 5. https://doi.org/10.14507/epaa.26.3463