Professors in face of curricular innovations

Abstract

In the processes of curricular reform undertaken in Mexican educational institutions during the last decade, professors figure like those ultimately accountable for the implementation of innovative educational models in the classroom. In order to understand the challenges professors face in dealing with the innovation of the curriculum and education, it is necessary to improve the understanding of how professors learn, what drives them to change or not their educational practices, which processes occur when facing the task to innovate or which conditions are needed for real change to occur and to become consolidated. This paper reviews some studies that account for these processes, as well as several analyses and proposals made by experts in this subject matter.