Design and implementation of teachers’ peer evaluation in Mexico

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Abstract

This article analyzes the design and implementation of peer evaluation (PE) in Mexico (2014-2017), a policy that was part of the Educational Reform of 2013. We compare the design of the PE as planned in the normative guidelines, to its implementation. Data was collected through qualitative techniques that comprised desk study, as well as interviews and focus groups with key participants of the PE process. Findings reveal a dissociation between the design and the implementation of an educational policy of national scope. The findings highlight the lack of clarity regarding the attributions of the stakeholders involved, coordination problems between institutions and between levels of government, as well as the absence of some key actors in the implementation.

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How to Cite
Razo, A., Hernandez-Fernandez, J., & de la Cruz, I. (2022). Design and implementation of teachers’ peer evaluation in Mexico . Education Policy Analysis Archives, 30, (67). https://doi.org/10.14507/epaa.30.6224
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Author Biographies

Ana Razo, Centro de Investigación y Docencia Económicas (CIDE) y Consejo Nacional de Ciencia y Tecnología (Conacyt)

Researcher-professor at the Center for Economic Research and Teaching (CIDE) in the Interdisciplinary Program on Educational Policies and Practices (PIPE).

Jimena Hernandez-Fernandez, Centro de Investigación y Docencia Económicas (CIDE) y Consejo Nacional de Ciencia y Tecnología (Conacyt)

Researcher-professor at the Center for Economic Research and Teaching (CIDE) in the Interdisciplinary Program on Educational Policies and Practices (PIPE).

Ivania de la Cruz

Doctora en Política Educativa por la Universidad de Columbia. Sus líneas de investigación incluyen educación en comunidades rurales y educación media superior.