Adapting an Innovation: the Orientation and Tutorial Hour in Junior High Schools

The 2006 education reform in junior high schools in Mexico brought with it an innovation: one hour a week of ‘orientation and tutorial’ sessions in the syllabus, and the corresponding ‘tutor’ figure. In 2012 we carried out a qualitative assessment of this innovation in eight junior high schools (fou...

Полное описание

Сохранить в:

Библиографические подробности
Главный автор:	Weiss, Eduardo
Формат:	info:eu-repo/semantics/article
Язык:	spa
Опубликовано:	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2016
Предметы:	Innovación Reforma educativa Escuela secundaria Tutoría
Online-ссылка:	https://redie.uabc.mx/index.php/redie/article/view/1136
Метки:	Добавить метку Нет меток, Требуется 1-ая метка записи!

id	repositorioinstitucional-20.500.12930-6239
record_format	dspace
spelling	repositorioinstitucional-20.500.12930-62392023-05-09T15:04:36Z Adapting an Innovation: the Orientation and Tutorial Hour in Junior High Schools La apropiación de una innovación. La hora de Orientación y tutoría en escuelas secundarias Weiss, Eduardo Innovación Reforma educativa Escuela secundaria Tutoría The 2006 education reform in junior high schools in Mexico brought with it an innovation: one hour a week of ‘orientation and tutorial’ sessions in the syllabus, and the corresponding ‘tutor’ figure. In 2012 we carried out a qualitative assessment of this innovation in eight junior high schools (four general and four technical) in four Mexican states. One of the most significant findings was that in two states, the tutorial sessions were adopted as simply another subject to be taught, but in the other two states, the hours were used to turn the ‘group advisor’ – the teacher traditionally responsible for monitoring group discipline and organizing extra- and cocurricular events – into a ‘tutor’. A clear example can be seen here of what education reform and policy analysts mean when they state that innovations are not just implemented, nor do they start on a blank slate, but they are adapted and changed by actors and institutions. La reforma educativa de la escuela secundaria en México en 2006 introdujo una innovación: una hora semanal de “Orientación y tutoría” en el plan de estudios y la correspondiente figura del “tutor”. En 2012 realizamos una evaluación cualitativa de dicha innovación en ocho escuelas secundarias (cuatro generales y cuatro técnicas) en cuatro estados del país. Uno de los hallazgos más importantes fue que en dos estados la tutoría fue asumida como otra materia más a enseñar, en cambio, en otros dos estados, la hora fue aprovechada para convertir al “asesor de grupo” –el profesor tradicionalmente encargado de vigilar la disciplina del grupo y responsable de organizar eventos extra y co-curriculares– en tutor. En ello vemos un claro ejemplo de lo que analistas de políticas y reformas educativas señalan: las innovaciones no son simplemente implementadas, ni llegan a una tabula rasa, sino son apropiadas y modificadas por los actores y las instituciones 2016-05-02 2021-06-03T03:08:19Z 2021-06-03T03:08:19Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/1136 https://hdl.handle.net/20.500.12930/6239 spa https://redie.uabc.mx/index.php/redie/article/view/1136/1350 https://redie.uabc.mx/index.php/redie/article/view/1136/1440 Derechos de autor 2019 Revista Electrónica de Investigación Educativa text/html application/pdf REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 18 No. 2 (2016) Revista Electrónica de Investigación Educativa; Vol. 18 Núm. 2 (2016) 1607-4041
institution	Repositorio Institucional
collection	DSpace
language	spa
topic	Innovación Reforma educativa Escuela secundaria Tutoría
spellingShingle	Innovación Reforma educativa Escuela secundaria Tutoría Weiss, Eduardo Adapting an Innovation: the Orientation and Tutorial Hour in Junior High Schools
description	The 2006 education reform in junior high schools in Mexico brought with it an innovation: one hour a week of ‘orientation and tutorial’ sessions in the syllabus, and the corresponding ‘tutor’ figure. In 2012 we carried out a qualitative assessment of this innovation in eight junior high schools (four general and four technical) in four Mexican states. One of the most significant findings was that in two states, the tutorial sessions were adopted as simply another subject to be taught, but in the other two states, the hours were used to turn the ‘group advisor’ – the teacher traditionally responsible for monitoring group discipline and organizing extra- and cocurricular events – into a ‘tutor’. A clear example can be seen here of what education reform and policy analysts mean when they state that innovations are not just implemented, nor do they start on a blank slate, but they are adapted and changed by actors and institutions.
format	info:eu-repo/semantics/article
author	Weiss, Eduardo
author_facet	Weiss, Eduardo
author_sort	Weiss, Eduardo
title	Adapting an Innovation: the Orientation and Tutorial Hour in Junior High Schools
title_short	Adapting an Innovation: the Orientation and Tutorial Hour in Junior High Schools
title_full	Adapting an Innovation: the Orientation and Tutorial Hour in Junior High Schools
title_fullStr	Adapting an Innovation: the Orientation and Tutorial Hour in Junior High Schools
title_full_unstemmed	Adapting an Innovation: the Orientation and Tutorial Hour in Junior High Schools
title_sort	adapting an innovation: the orientation and tutorial hour in junior high schools
publisher	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate	2016
url	https://redie.uabc.mx/index.php/redie/article/view/1136
_version_	1792609003176460288

Adapting an Innovation: the Orientation and Tutorial Hour in Junior High Schools

Схожие документы

Síguenos en: