Teacher training in the United States of America: recent trends in their practices and policies. Villegas Reimers Eleonora. (2003)
Educational Policy in the United States of America
There are educators and developers focused on data collection with research initiatives, as well as; Policy makers seeking efficient mechanisms to train new generations of citizens.
He has focused on many aspects and actors in the educational field in current trends in educational practices and policies, with the central objective of offering a critical vision in his country and that also contribute to the transformation of teachers in Latin America and the Caribbean (LAC).
In the country, the structures of schools and teacher training institutions have begun to change, as well as the process through which people with education become teachers and the type of knowledge, skills and aptitudes expected them and their type of performance.
Today, teachers are recognized as professionals: experts in teaching and learning who develop new knowledge by engaging in research initiatives. They are constantly renewing their knowledge and learning and they have the support to do so (both in terms of time and funding).
Specific standards have been developed for the teaching profession that must be satisfied by all its members and are related to what is expected of the teacher before obtaining their certification or license.
Curricular changes both in schools and in teacher training institutions. reflecting demographic changes, a new vision of how children learn, and a trend toward integrating schools into their respective communities.
Currently, the term training is used exclusively to refer to specific, short-term courses or learning opportunities that the teacher may receive, primarily in the workplace, in order to learn a specific skill (for example, training in the execution of a computer program or training in the use of specific curricular material).
Professional development includes formal experiences (such as basic or advanced teaching programs, attendance at workshops, courses at institutes and professional meetings, performance of activities as a mentor, the conduct of research studies, presentations at conferences.
The accreditation and certification of teachers is currently being worked on under certain programs that seek the evaluation of the effectiveness of teaching work.
Among the states where teacher evaluation is required:
36 states assess basic skills.
27 states evaluate the professional knowledge of teaching.
22 states assess the knowledge of the study subjects.
A total of 28 states evaluate their teachers using one or more of these components (Council of Chief State School Officers, 1998, p. 27).
Educational Policy in Mexico
There is no consolidated body in the country that seeks to create our own educational policies, but on the contrary, they take up educational policies from first world countries decontextualized from our realities.
In a certain way, our country has lost its autonomy and has caused other countries to dominate ours, such as the United States, which, far from benefiting us, seeks its own economic interests, thus hitting our education and privatizing it more and more.
Perhaps the normal teacher educators and UPN are not providing the necessary fruits in the training of qualified teachers, but it would have to be accepted that the educational authorities have abandoned them, and they do not have sufficient filters to select those who access and from there leave if there is a vocation. or not to teaching.
Far from incentivizing the teacher, they seek to deprive them of their rights such as the well-known PERMANENIA TEACHING, to such an extent that there is little investment in teacher preparation and with it, the teacher came to stagnate in his traditionalism to such a degree that the majority of society sees the teacher as an unimportant person. "The government makes half that pays and the average teacher that works" phrase from a colleague.
Currently it is intended to implement a supposed educational reform, I say supposed because there is nothing educational, which leaves far from overcoming the problems of our country in education.
The adjustments that are intended to be implemented in the country focused on work from the classroom, on work by competences, far from consolidating a more sociable country, lead to promoting individualism, selfishness, trying to be better than the other.
In Chiapas we only have the right to receive a 5-day course before starting the school year, with little relevant subjects, so it is urgent to have many more moments of courses or training, for these updated with new knowledge, since the teacher must be open to the possibilities of change that day by day arises.
The secretary of education does not generate moments of training by the government, for example conferences, debates or sharing the work of teachers from one state to another, it has only been noted in recent years that the idea of obtaining a course is sold to get an incentive, leaving aside the primary focus of love being a teacher.
The aim is to implement the accreditation and certification of the teacher, which is very good to stop producing more of the same and have more prepared teachers, who provide education that transcends.
If an evaluation is required from teachers, but with the idea of improving education, proposing alternatives, offering options on how to improve, helping them to be better, you do not want an evaluation like the one you intend to implement, the one that I evaluated everyone equally, in the same way, and that unfairly dismissed the teacher from his workplace.
There is no financial investment to be able to continue preparing, the possibilities in the state are minimal and the few scholarships there are, are only provided to the compadrazgo, (lever), in my case to continue studying it is a huge sacrifice to have to finish what little you earn to have a master's degree.
Before you have the opportunity to take an exam to obtain a teaching position, you must spend a full year in a work center with intensive practices, aimed at finding your own style of work and that at the end your profession will accredit you.
There is a huge inequality in schools in Mexico, while in urban schools they are provided with more supports, the rural ones that are the majority are abandoned, as in my case, which does not even have electricity.
Teachers are working at their workplace year-round, and the only visits they receive in their classroom are from their principal and three times a year by their supervisor. The former helps to suggest some forms or strategies of work, while the latter is presented as the maximum image to be respected, but it is not presented with the power to help or provide any financial support.
There are no institutions that offer you the free opportunity to continue preparing and the few who can access one of them, have to contribute from their own bag to obtain another major study, which leads most teachers to the option of self-improvement., although there was a lot of interest in studying.
