Teaching profession experience: identity and vocation construction

Abstract

Educational policies, that have been shown in Mexico since the twentieth century last decade, have had the distinctive quality in the management process, teacher training and evaluation. One of the lines in the current policy is oriented to rule the process of admission to Professional Service, through opposition contests, giving the opportunity to any undergraduate students from any program, not only from the Educational Programs (Normal). This situation has unveiled the distance getting the best results and be “suitable” and the meanings of the educational practice. The work that is presented contains  the data of the research: “Public policies for education: subjects, educational practice and process of change”, its purpose is to get to know the effect of the policies set by the SEP, in the public education establishments’ workflow in Chihuahua. For this reason, they made interviews to different teachers, directors and technical-pedagogical advisors from elementary school. Of the analysis performed, we have different experiences that have been lived for teachers that got in the professional service and the relevance of this initial phase in their identity traits and teacher’s vocation. For new teachers, it is so important to value the way of going through these challenges because they will have to face the evaluation process to get their permanence in the education system.