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This article examines the changes in Mexican policies of continuous training and teacher professional development during periods of educational reforms within the field of policy studies. Based on documentary research and semi-structured interviews with participating educational actors, this study specifically identifies changes in policies related to basic and upper secondary education and shows the analytical potential of policy regimes as a fruitful framework to understand continuing training policies as decision processes with political and technical implications. Findings suggest that from the view of the policy regime, the international context favors a series of power arrangements and adjustments that force changes in continuing training policies and professional development at the national level, despite weak and deficient organizational and institutional regulation, which triggers wrong and harmful results.
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