Resumo

CORDERO ARROYO, Graciela  e  PEDROZA ZUNIGA, Luis Horacio. Policies of teaching careers and professional development in Mexico in light of TALIS results. RMIE [online]. 2021, vol.26, n.89, pp.503-531.  Epub 04-Jun-2021. ISSN 1405-6666.

This article compares the opinions of Mexican secondary school teachers in two editions of the OECD'S Teaching and Learning International Survey (TALIS) (2013 and 2018), in light of the conditions for teachers' careers during the presidential terms of 2006-2012 and 2012-2018. The surveys exemplify two distinct stages in teaching careers: transition and meritocracy. An analysis of the databases revealed that in terms of teachers' professional development, induction was not implemented and teacher education outside of school remained detached from teachers' needs, in spite of a slight increase in collegiate work. The study showed that in a span of five years, the deterioration in working conditions caused teachers to perceive their profession as lowly valued and poorly paid. Nonetheless, they are satisfied with their professional choice and their work.

Palavras-chave : elementary education; educational policy; teaching careers; professional development; international evaluations.

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