An analysis of the Integral Upper Secondary Education Reform from the professors´ perspective. The case of the University of Guadalajara´s Preparatory School No. 9

Abstract

This article describes the views of Upper Secondary Education teachers regarding the Integral Upper Secondary Education Reform (RIEMS) in Mexico. Some authors had predicted that RIEMS would generate conflict and rejection by the faculty, who would feel impelled to transform their teaching practice and at risk for losing part of their identity and authority. However, our results demonstrate that, when the appropriate conditions are met, the teachers are open to adopting the principles and objectives of RIEMS.