The Professional Profile of the Governing Bodies of Teacher Training Colleges in the 21st Century. Case of the State of Mexico

Abstract

Science as a generator of new horizons of knowledge has mutated from different perspectives: relationship, context, circumstance, action, order, sequence, objectivity, subjectivity and belief. So, where does man begin to impose the social context with his prejudices as an argument for not continuing with his work of understanding and explaining his reality? Do not the deficiencies of scientific knowledge and its use today provoke questions that have no answers, and therefore are topics of the development of science?

Educational phenomena are attended to with vehement reverence, and perhaps with an insolent protection against damaging human, curricular and even political-union constructs. Which causes this field to be a residue of a historical diachrony, which alters the process of sensations and perceptions that are had of it. To analyze one of the edges of this educational system -mutable and self-preserving- is to face the very jaws of a beast that does not want to be bothered, however, my cognitive ambition for the panorama of uncertainty that looms over it is greater, that I will dare to be irreverent and insolent. Educational systems are historically structured under a pyramid scheme, where at the top is located the organ of power; in this case, the governing bodies of educational institutions that train teachers.

The order and the relationship with which the component elements of the normal education system in the State of Mexico interact must mutate, transform itself in the strict sense of higher education institutions. Normal schools must abandon the organizational and administrative scheme that simulates them in the role of large primary schools. Where the verticality of the system only gives room to imposition and not to reflection. If an innovative education system is desired in teacher training institutions, it is necessary to bet on the great creative human activity, to participate in the dynamics of forming analysis and discussion groups, collegial control of power, to intervene in the environment to contribute to science; the groups of individuals within the system are represented in systemic environments, which congregate under a structure of particular orders.

In order to develop his function efficiently, the director of a normal school must know the internal dynamics of the group that makes up the staff under his charge: its cohesion, its capacity, the integration of its members, the subgroups and the relationship with other groups. To do this, he must rely on the management of the Theory of Conflicts. The director is a key element to promote favorable conditions in the school environment; what he does or does not do leads to concrete results that strengthen or diminish the conditions necessary to promote the academic competitiveness of the institution. His professional profile and constant updating in conflict management and leadership schemes are extremely important for a balanced management.