Pre-service teacher education in the Mexican Educational Model: Perspectives of teachers’ college principals

Abstract

The purpose of this descriptive and comparative study was to analyze the differences between the preservice teacher education section of the 2016 Educational Model (SEP, 2016a) and the same section of the 2017 Educational Model (SEP, 2017a), and to analyze its relationship with the participants' contributions to the "Consultation Forum of Principals of Normal Schools" held in August 2016. The study was conducted under a qualitative approach and was divided into two phases: 1) Content analysis of official documents and 2) Content analysis of the working groups of the "Forum of Consultation of Principals of Normal Schools". The results show that although the 2017 Model recovers most of the ideas mentioned by the participants of the forums, there are others that, although pointed out repeatedly by the principals, were not mentioned in the official document of the Ministry of Education. An example of this is the involvement of the teachers’ colleges in the delivery of ongoing education and the possibility that the results of the entry contest to the professional teaching service may be useful to provide feedback on their training processes.