17 Teaching Degree Programs in Mexico

Main Focus Development in adolescence 4 h / 4.5 Socio-economic and political problems of Mexico 4 h / 4.5 Introduction to the teaching of Spanish 6 h / 6.75 Comprehension and production of texts 6 h / 6.75 Language and communication 6 h / 6.75 Tools for the observation and analysis of the school and community 4 h / 4.5

Currently, the Federalized Higher Normal School of the State of Puebla offers the following Educational Programs: Bachelor of English Teaching and Learning in Secondary Education Scholarized Modality Studies carried out for 4 years (eight semesters)

The Curriculum of the Bachelor's Degree in Teaching and Learning Mathematics in Education The secondary is the document that governs the teacher training process in this discipline. Describe your fundamental guidelines, the general and specific elements that make it up, in accordance with the trends in higher education and with the approaches of the compulsory education curriculum. its application in the Normal Schools should allow them to be attended, with opportunity and relevance, demands derived from the situations and problems that the professional activity will present to future teachers of this educational level in the short and medium terms.

What is the OBJECTIVE? Develop competencies in university teaching through theoretical, methodological, didactic, technological, and scientific paradigms; that allows them to enrich the performance of the teaching-learning processes of the professionals who are teaching, to generate innovative proposals that respond to the various educational problems of their environment and community through the link between technological development - scientific and college education.

The graduate of the master's degree in teaching skills will have acquired specific intellectual skills, skill in mastering the teaching content, didactic skills, as well as professional identity, ethics, ability to perceive and respond to the conditions of their students and the environment of the institution of higher and higher education, to apply them in their performance as a teacher.

The applicant to enter this master's degree must hold a Bachelor's degree and preferably have work experience at the upper secondary education level. Who will also have developed as basic competencies the following: the ability to search for relevant information, ability to read comprehensively and in writing, use of information and communication technologies, knowledge and skills in office parcels, skills in the design of the didactic planning, ability to manage groups, general knowledge of high school study plans and programs and learning processes and teaching methods, openness to the construction of new knowledge, interest in improving their professional practice and interest in investigation of its educational reality.

The purpose of the Specialization / Master in teaching mathematics at the upper secondary level is to train education professionals capable of teaching mathematics in upper secondary education focused on their students, with sensitivity to their socio-affective characteristics, cognitive and physical, related to their age and contextual situation; that offers a vision of mathematics as a discipline that is useful and formative, in development, created by people, with specific methods and multiple applications; that he uses activities and appropriate problems that he has constructed for this purpose and that promote meaningful learning for his students.

In the last 20 years, research in mathematics education in Mexico and in many other countries of the world has reported a significant amount of useful knowledge to improve the curriculum at different educational levels, but particularly in basic education. Secondary school, currently considered as the last step of basic education in Mexico, assigns to the teaching, study, and learning of mathematics an important place in the Study Plan and Programs since it is a privileged space for students to adolescents acquire knowledge, develop skills, and foster attitudes that allow them to solve problems of various kinds and continue to learn independently. The fundamental purpose of studying mathematics at the basic level is to fill mathematical concepts with meaning so that they can be used flexibly and appropriately in problem-solving. The memorization of techniques and their application in a mechanical way have shown their ineffectiveness and little by little they give way to reflection, creative search, the adoption of increasingly effective procedures. To achieve the fundamental purpose of studying mathematics in secondary education, it is necessary to reorient the role of the three fundamental factors that intervene in the didactic process: the teacher, the students, and the study activities. When talking about the didactic process or study process, reference is made to the interactions that are established between the students, the teacher, and the study activities. The latter are the situations or problems that appear in the support materials available to the teacher, both those provided by the Ministry of Public Education and commercial texts. From the above, the need to modify the curriculum for the Bachelor's Degree in Secondary Education was derived,

Purpose of the Curriculum that the student acquires the desirable traits of the exit profile of the special education teacher. That is, to obtain a set of knowledge, skills, abilities, attitudes, and values ​​that allow them to practice the teaching profession with quality and with a high level of commitment, in order to provide an adequate educational response to the specific needs expressed by students. with disabilities, as well as those of those with special educational needs derived from other factors. Likewise, it is intended that the student develop the disposition and capacity for lifelong learning, based on their own experience and systematic study. The subjects that make up the curriculum map have been defined based on the desirable features of the graduation profile of a higher-level professional, who will be dedicated to teaching in special education and who will work with children and adolescents who have special educational needs, with or without disabilities, and attend basic education in special education services or regular education schools. Likewise, the training needs that education in general, and special education, in particular, will pose to future teachers in professional practice were taken into account. During initial training, normal school students obtain a solid knowledge of what special educational needs and disabilities are, their causes, and their implications in the fundamental processes of development and learning, which gives identity to special education; They also acquire the teaching skills to provide an educational response to the special educational needs of children and adolescents with disabilities and those associated with other factors.

Secondary education, the final phase of basic education, has as fundamental purposes to promote in Mexican children and young people the development of the basic intellectual skills necessary to permanently learn autonomously and to act with initiative and effectiveness in multiple life situations. everyday. Likewise, secondary education is expected to help consolidate the acquisition of basic knowledge about the natural and social world, as well as the formation of attitudes and values ​​that are necessary for social coexistence and responsible incorporation into adult life and work. productive. This approach establishes as a priority of secondary education the development of intellectual skills, such as the ability to select and use information, to analyze and make own judgments about social and natural reality, the development of inquiry and study habits to continue learning autonomously, as well as attitudes of interest and curiosity for knowledge. The achievement of these purposes is a task of the entire teaching and management staff of each secondary school; In other words, it implies that each of the teachers, regardless of the subject they teach, deliberately contributes - through teaching activities, relationships with students, participation in other school activities - to help students achieve these goals. Consistent with these goals, starting in 1993, new study programs were established for secondary education, and in each one the reorientation of teaching practices has been promoted. In the case of the teaching of history, two aspects stand out: the reintegration of history 3 as a specific subject of study to replace the area of ​​social sciences and, particularly, the rethinking of the teaching approach. The purpose of this change is to make historical knowledge more interesting and accessible to students and, in this way, they acquire basic knowledge, develop their curiosity about the past and, especially, develop their capacities to think historically about facts or current social situations.

The learning-centered approach implies a new way of thinking and developing training and professional practice carried out by a teacher. It questions the paradigm centered on repetitive teaching, of transmissive-receptive cut that prioritizes the acquisition of declarative, inert, and decontextualized. This proposal has as its main reference the constructivist conception and sociocultural learning and teaching, according to which learning consists of an active and conscious that its purpose is the construction of meanings and the attribution of meaning to the contents and experiences on the part of the learner. This approach consists of an intellectual act but at the same time social, affective, and interaction within a community of sociocultural practices. The learning process takes place thanks to the actions of pedagogical mediation that involve a coordinated activity of intention-action-reflection between the students and the teacher, around a diversity of objects of knowledge and with the intervention of certain languages ​​and instruments. Furthermore, it occurs in specific socio-cultural and historical contexts, from which it cannot be abstracted, that is, it has a situated character.

GENERAL PURPOSE OF THE PROGRAM Promote the transformation of teaching practice and the development of classroom and school projects, in order to improve the quality of educational processes.

The National Pedagogical University, Institution of Higher Education, whose purpose is to provide, develop and guide educational services, aimed at the training of education professionals in accordance with the needs of the country, summons the teachers, management personnel of the training institutions of teachers and basic, upper secondary, higher education; as well as professionals with a bachelor's degree and interest in the field of Environmental Education to pursue this Master's in Environmental Education.

This Master's Degree is the only program that contributes to transforming education into a place for meeting and collaboration designed to build a fairer society.

Train professionals capable of implementing solutions aimed at the prevention, reduction, and control of problems in educational institutions of basic, upper, and higher levels in the areas of school administration and management, new technologies applied to education, educational research, and to the teaching exercise.