Implementation of the 2012 upper secondary school curriculum in Mexico: a 21st-century framework enquiry
محفوظ في:
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| التنسيق: | artículo |
| الحالة: | Versión publicada |
| تاريخ النشر: | 2022 |
| الوصف: | Objective. This study aims to analyze how the new upper secondary school curriculum in Mexico captures 21st-century skills and teachers’ perceptions of success. Method. The design of the study complies a comparison analysis between the Mexican upper secondary school curriculum and a 21st-century skills framework. Additionally, qualitative data on teachers’ perceptions of success is collected through eight focus groups with 72 participants in 4 States of Mexico. Results. The findings show that the curriculum is short in strategies for the development of 21st-century skills. Moreover, although teachers welcome them, they perceive a lack of support and doubt about students’ learning capabilities. Conclusions. Although Mexico has progressed in providing a 21st-century skills learning environment through the new curriculum, the educational system remains with the opportunity to offer a more suitable and adequate framework as well as support and training for teachers. |
| البلد: | Portal de Revistas UNA |
| المؤسسة: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| اللغة: | Inglés Español Portugués |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/13609 |
| الوصول للمادة أونلاين: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/13609 |
| كلمة مفتاحية: | Educational reform skills curriculum teachers Mexico Reforma educativa habilidades plan de estudios maestros y maestras México Reforma educacional plano de estudos docentes |