Abstract

ROSAS GONZALEZ, Samuel; FERNANDEZ CRISPIN, Antonio  and  VELAZQUEZ ALBO, Marco Antonio. New Mexican School: Social representations of teacher evaluation. Disputed limits and possibilities. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2026, vol.16, n.32, e1055.  Epub May 07, 2026. ISSN 2007-7467.  https://doi.org/10.23913/ride.v16i32.2866.

In recent years, research on the social representations of teacher evaluation has increased. This research aims to explain the opinions and beliefs teachers hold about the effects of teacher evaluation on their practice. In this context, this article analyzes the social representations teachers have developed regarding teacher evaluation within the New Mexican School (NEM) model during the 2019-2024 period. To this end, an exploratory, cross-sectional, and interpretive study was conducted. A questionnaire was applied to teachers of basic education in the municipality of Puebla in order to investigate their conception of teacher evaluation and to gather their proposals for improvement. The Gephi software was used to analyze the structure and content of these social representations. The results suggest a heterogeneous representation, linked to administrative overload and teacher professionalization. It was also found that the teachers' proposal revolves around building a transparent evaluation model that promotes feedback, which is more like a support device than a teacher control device.

Keywords : basic education; teacher evaluation; educational reform; social representation; teacher policy.

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