Teachers' social representations of the Common Curriculum Framework of the New Mexican School

Abstract

The New Mexican School (NEM) is a current educational policy that challenges teacher training institutions to make changes in professional development by incorporating its principles and pedagogical guidelines. The objective of this study is to identify the social representations of the Common Curriculum Framework (MCC) held by teachers participating in a Bachelor of Education program. Using the theory of social representations, this study aims to answer the question: What social representations do teachers have about professional development in Education in relation to the NEM's MCC? To this end, their beliefs, opinions, and actions are analyzed. Through an interpretive paradigm and a qualitative approach, a deductive analysis of semi-structured interviews conducted with teachers in the Bachelor of Education program is presented. The results reveal beliefs related to applicability, transversality, multiculturalism, and a critical and humanistic stance, which contrast with gendered mental constructs and a perceived need to delve deeper into aesthetics and decolonial pedagogy. Opinions are favorable to the MCC (Master's in Curriculum and Design), but the University Educational Model acknowledges multiple challenges, such as openness to change and the immediate need to update the current curriculum. Finally, the actions outlined demonstrate a wide range of perspectives that align with the expressed beliefs and opinions and are implemented in teaching practice through training activities, tutoring, fostering positive relationships, applying teaching strategies, inclusive practices, extracurricular collaborative work, and promoting a culture of innovation among education professionals. These actions should be legitimized as part of the updating of the curriculum and study programs.