Abstract

OVIEDO VILLAVICENCIO, José Francisco  and  OVIEDO GONZALEZ, Eilen. Cultures of teachers and educational reforms. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2017, vol.7, n.14, pp.133-161. ISSN 2007-7467.  https://doi.org/10.23913/ride.v7i14.278.

The educational policies in higher Secondary Education, at the present moment, attempts to improve socio-demographic incidents, which, in addition, are incorporated into an Education System that is being questioned in its results, since students have been disapproved in an International exam as PISA (Programme for International Student Assesment) from 2000 to 2015, including national exams as ENLACE from 2008 to 2013, with some evolution in the utilization rates but always below the international average, and remaining close to 64% of the enrollment in the lower levels of evaluation. As have been insufficient and elementary the results of the now extinct ENLACE 2013 test; In mathematical skill at the Higher Education level, to mention one example.

The teacher, who has constructed a real curriculum (Ramsden, 1992 quoted by Biggs, 2003) that has lost its validity against the demands of educational reforms of the last decade, has been questioned by these results, just as the Education System (Ornelas, 1995), who finds himself at the center of a Society's view of non-conformity with the reports of the performance evaluation not only of its students, but also of its teachers when they present themselves to the test for admission, Permanence and promotion of the Professional Teaching Service.

The present research aims to establish a state of the art about the form of action that has the teacher of higher education, in front of the implementation of educational policy, as well as the different forms of action of teachers against the traditions, rituals, communications and teaching practice, teacher professionalization taking into account the context of the school, vocational training and the multiple relationships between power and knowledge.

The fact is that the teacher's attitude to the new approaches and teaching models that the reforms demand, requires improving their teaching practice and expand their repertoire of management in the classroom with new didactic strategies to achieve the maximum academic achievement of learners.

Keywords : Teacher training programs; teaching profession; teaching practice; professionalization; educational reform.

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