Policies for training lower secondary education teachers: Changes, inertia, absences, and challenges. The case of the Escuela Normal Superior de México, 1983-2020

Rosalina Romero Gonzaga


The purpose of the article is to analyze the changes that have been taking place in the training of lower secondary education teachers, through the academic, organizational and institutional conditions experienced by a training institution. The work presents the results of an investigation carried out at the Escuela Normal Superior de México and focused on the environments and circumstances in which the academic life of teacher educators develops in contexts of periodic reforms that promote the transformation and strengthening of the normal schools without achieving the desired results. Training policies are assumed to be fragmentary and incomplete as a result of the interweaving of institutional arrangements, practices, routines, and traditional strategies that affect the development and future of the training institution. From this perspective, the dispositions of the trainers in these environments are explored, as well as the horizons of possibility of change of a legendary institution.


Training policies; lower secondary teacher educators; high education; teacher education; educational change

DOI: https://doi.org/10.14507/epaa.29.5676

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