Implementing the competence model in public high schools in central Mexico: english teachers’ voices
“Implementing an education reform tends to be a complex and multi-dimensional process. However, there is a common belief that when something does not well in education, teachers are directly involved with the failure. Thus, this study focuses on teachers’ beliefs in order to better understand this i...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | México |
| Recursos: | Benemérita Universidad Autónoma de Puebla |
| Repositorio: | Repositorio Institucional de Acceso Abierto RIAA-BUAP |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorioinstitucional.buap.mx:20.500.12371/9297 |
| Acesso em linha: | https://hdl.handle.net/20.500.12371/9297 |
| Access Level: | acceso abierto |
| Palavra-chave: | HUMANIDADES Y CIENCIAS DE LA CONDUCTA Educación secundaria--México Educación secundaria--Currículo Legislación educativa--México Educación basada en competencias Maestros de inglés--México Maestros de escuelas secundaria--Actitudes |
| Resumo: | “Implementing an education reform tends to be a complex and multi-dimensional process. However, there is a common belief that when something does not well in education, teachers are directly involved with the failure. Thus, this study focuses on teachers’ beliefs in order to better understand this innovation process and contribute to its implementation. A mixed methodology which combined quantitative and qualitative perspectives allowed a better understanding of teachers’ beliefs regarding this implementation process. The results revealed teachers’ beliefs about: teachers’ training diploma, institutional support and their lack of understanding of this innovation process hindered the implementation reform. This research suggested that teachers were acting more as resisters than implementers mainly due to their conscious or unconscious beliefs about the knowledge transmission model at the diploma which did not promote their understanding of the competence model. Also, it highlighted the importance of including on-site teaching practice and not just theory in the teachers’ training courses. It suggests the necessity of take into account all these factors in order to facilitate the implementation of this high school Reform”. |
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