Tensiones y desajustes en el desarrollo de los Planes y Programas de Estudio de 2012 para la Educación Normal
Year: 2026
Type: article
Abstract: In recent years, multiple reforms have been made to the curricula and study programs for the initial training of normal school teachers, with the aim of aligning them with those of Basic Education. This research report shares findings from a study conducted at a *Normal* school in the north of the country during the 2018–2019 and 2019–2020 academic years, involving students from the 2017 and 2021 cohorts of the Primary Education degree program during their fourth, fifth, and sixth semesters. The guiding question was: What have been the experiences of administrators, faculty, and normal school students regarding the implementation of the 2012 curriculum—specifically the professional practicum component in primary schools? The study aims to document the experiences of administrators, teachers, and students regarding the implementation of the 2012 curriculum. A qualitative research paradigm with an ethnographic orientation was adopted; the techniques and methods employed included interviews and participant observation. Administrators and some faculty focused their efforts on meeting the requirements for ISO 9001:2015 certification for the normal school. Other faculty and some students focused on addressing the misalignment between the normal school's 2012 curriculum and the 2017 primary education curriculum.
Source: Emergentes - Revista Científica
Institution: National Pedagogic University
Language: Spanish
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7204269552