Resumen

OLASKOAGA-LARRAURI, Jon; MENDOZA-SEPULVEDA, Carlos  y  MARUM-ESPINOSA, Elia. Teacher training within the framework of the Comprehensive Reform of Higher Secondary Education. A case study in the High School 9 of the University of Guadalajara's Higher Secondary Education System. Rev. iberoam. educ. super [online]. 2018, vol.9, n.26, pp.22-41. ISSN 2007-2872.  https://doi.org/10.22201/iisue.20072872e.2018.26.289.

This article proposes an assessment of the training received by teachers in higher secondary education when they put into practice the Comprehensive Reform of Higher Secondary Education (Reforma Integral de la Educación Media Superior, RIEMS) and the competency-based approach at this educational level. This assessment has been carried out on the basis of the opinions expressed by the teaching staff. Teachers have been asked whether the support received from the academic authorities has been sufficient in terms of their training in RIEMS skills and practices; but also whether they consider that they possess these skills and apply these practices adequately within the classroom. This article concludes that teachers’ opinions on the effectiveness of training actions are quite favorable, and that teacher training keep being an essential instrument in the implementation of the reform, among other things because of its capacity to share with the teaching staff the principles of competency-based teaching.

Palabras llave : Comprehensive reform of higher secondary education (RIEMS); teaching skills; teaching practices; teaching staff; Mexico.

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