497.1 Professional values in high school teachers

Friday, August 3, 2012: 10:45 AM
Faculty of Economics, TBA
Marina IBARRA , Universidad Autonoma del Estado de Morelos, Cuautla, Morelos, Mexico
Cesar FONSECA , DGETI-CBTis 76, Cuautla, Morelos, Mexico
All through the end of XX century and XXI century, Latin American countries have made educative reforms, derived from changes promoted by the emerging paradigm the knowledge society has brought about. These reforms have common core features, as they have been promoted and oriented by the same international economic institutions, mainly the OECD (Organization for Economic Cooperation and Development), the IDB (Inter-American Development Bank) and the WB (World Bank).

For the last decade, the Secretariat of Public Education in Mexico, has designed and introduced reforms for the three educative levels systems (basic, middle and higer levels) in almost all educative levels and in most educative institutions.

The new predominant conditions in the world of professions and teaching, there is not an exception. These factors have been demanding a more dynamic and versatile profile to improve and enhance Good Educative Practices and to guide students to an integral citizen formation; one in which students merge the acquisition of abilities and competences, the capacity to adapt to the swift changing times that we live and a moral formation to instill values promoted by society. 

The purpose of this study is to identify and analyze -in the framework of the Integral Reform of High School Education- the professional values that teachers consider essential for their teaching practice and whether or not these values match the ones their students perceive in a pedagogical model based on competences. We present advances of an ongoing research based on the Case Study Method, this research is carried out in one high school located in the state of Morelos, Mexico.