Ra Ximhai (Jul 2017)
PROFESSIONAL TEACHER DEVELOPMENT AS A FUNDAMENTAL ELEMENT FOR THE ACADEMIC DEVELOPMENT OF A TEACHER-TRAIING SCHOOL (ESCUELA NORMAL) AS AN INSTITUTION OF HIGHER EDUCATION: A LOOK FROM THE STRATEGIC PLANNING IN PROFEN
Abstract
This article presents a study of the interrelationships between teacher professional development and academic development in a Teacher Training School (Escuela Normal) in the State of Mexico. It is based on strategic planning in two dimensions: both internal and external characters. The external dimension provides an account of the academic profile of the Institutions of Higher Education regarding the demands of professional teacher development that international and national organizations, such as the Secretariat of Public Education (SEP), the National Association of Universities and Higher Education Institutions (ANUIES), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organization for Cooperation and Development (OECD) have recommended and established in the different official documents of the Mexican educational system. The second dimension establishes the efforts that a Teacher-Trainig School (Escuela Nomal) makes through the strategic planning so that it could be related to the profile of professional development framed in the academic development that is demanded to the institutions of higher education. In this sense, it is questioned: which of the strategic actions that were planned in the institutional ProFEN of the period 2009 to 2011 regarding the professional development of their teachers have made a suitable transition from a teacher- training school (Escuela normal) to the academic profile of an institution of higher education?
