Teacher training at the Escuela Normal Superior de México (1925-1999): moments of continuity, change and inertia

Abstract

This article examines the structural conditions in which the Escuela Normal Superior de México (Higher National Teacher Training College) was conceived, from its creation, development and evolution in stages of the nationalist educational reforms (1936-1959), an alternative educational reform project (1976-1983) and the so-called technocratic educational reforms (1976-1999), with the purpose of identifying moments of continuity, change and inertia generated in periods of transition from one president to the next. Based on two institutionalist perspectives and an analytical model designed for this study, this article explains how the Mexican State did fully define higher normal education and the role it should play in society. It also concludes that the relational patterns between the different governments and power groups had a negative impact on secondary teacher training policies, an area of public policy that has been delayed and left unresolved uncertainty.