Reconstructing teaching: the teaching experience in the face of the new Mexican educational paradigm
DOI:
https://doi.org/10.64092/xrvc9x52Keywords:
Teaching practice, planning, assessment, New Mexican SchoolAbstract
This article examines the challenges faced by teachers in implementing the New Mexican School (Nueva Escuela Mexicana, NEM) model in basic education, based on the experience of the General Lázaro Cárdenas Primary School located in Los Reyes Acozac, State of Mexico. The NEM, with its critical, humanistic, and humanitarian approach, aims to foster autonomous citizens with reflective thinking and social commitment. However, its application has revealed multiple difficulties within the teaching practice. Among the main issues identified are the lack of teacher training, resistance to change, limited understanding of the new methodologies, scarcity of didactic resources, and low parental involvement in the educational process. By analyzing this specific context, the article reflects on how these factors influence lesson planning, classroom practice, and formative assessment, emphasizing the need to strengthen collaborative work, school leadership, and continuous professional development to ensure the effective implementation of the new educational model.
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