Implications derived from basic education policy: teachers’ perceptions

Authors

  • Claudia Alaníz Hernández Universidad Pedagógica Nacional

Keywords:

Educational policy, basic education, identity, teachers, precarious-work

Abstract

The present study is based on fieldwork research at three different levels of basic education. It aims to answer the following question: to what extent the educational polices of recent years has had an impact on the professional identity of basic education teachers. The analytical line on this work takes in consideration the context and the teacher’s own perception of their profession. The main findings include the permanency of a certain vocational ideal among teachers; the presence of an internalized discourse on how to improve quality; and the perception that educators require additional professional training. In addition, the research underlines the teachers’ precarious working conditions. In these circumstances, teachers assume as something natural the demand for more requirements and activities.

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Published

2014-01-01

How to Cite

Alaníz Hernández, C. (2014). Implications derived from basic education policy: teachers’ perceptions. Espiral Estudios Sobre Estado Y Sociedad (eISSN: 2594-021X), 21(59), 29-67. Retrieved from https://espiral.cucsh.udg.mx/index.php/EEES/article/view/317

Issue

Vol. 21 No. 59: Espiral 59 (january-april 2014)

Section

Estado

License

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