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The Induction of the Principal Teacher in the Instituto Politecnico Nacional en Mexico: The Diploma in Teaching Training in the Higher School of Medicine

The Induction of the Principal Teacher in the Instituto Politecnico Nacional en Mexico: The Diploma in Teaching Training in the Higher School of Medicine

Romelia Flores Chávez, Edgar Oliver Cardoso Espinosa, José Luis Flores Galaviz
Copyright: © 2019 |Pages: 25
ISBN13: 9781522552284|ISBN10: 1522552286|EISBN13: 9781522552291
DOI: 10.4018/978-1-5225-5228-4.ch003
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MLA

Chávez, Romelia Flores, et al. "The Induction of the Principal Teacher in the Instituto Politecnico Nacional en Mexico: The Diploma in Teaching Training in the Higher School of Medicine." Examining the Teacher Induction Process in Contemporary Education Systems, edited by Mustafa Öztürk and Paul Robert Hoard, IGI Global, 2019, pp. 58-82. https://doi.org/10.4018/978-1-5225-5228-4.ch003

APA

Chávez, R. F., Espinosa, E. O., & Galaviz, J. L. (2019). The Induction of the Principal Teacher in the Instituto Politecnico Nacional en Mexico: The Diploma in Teaching Training in the Higher School of Medicine. In M. Öztürk & P. Hoard (Eds.), Examining the Teacher Induction Process in Contemporary Education Systems (pp. 58-82). IGI Global. https://doi.org/10.4018/978-1-5225-5228-4.ch003

Chicago

Chávez, Romelia Flores, Edgar Oliver Cardoso Espinosa, and José Luis Flores Galaviz. "The Induction of the Principal Teacher in the Instituto Politecnico Nacional en Mexico: The Diploma in Teaching Training in the Higher School of Medicine." In Examining the Teacher Induction Process in Contemporary Education Systems, edited by Mustafa Öztürk and Paul Robert Hoard, 58-82. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5228-4.ch003

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Abstract

The objective of the research was to assess the Diploma in Teacher Training in the Instituto Politecnico Nacional in the induction of the teaching staff of the School of Medicine in the areas of planning, teaching strategies, and evaluation. The type of study that was used was a quantitative methodology with an exploratory-descriptive cross-sectional design because it focused on the diagnosis on the induction of the teaching staff of the School of Medicine of the IPN. Thus, the instrument that was elaborated was a questionnaire based on a Likert scale with five options of answer understood always, almost always, occasionally, rarely, and never. The main conclusion was that it was identified that the teachers of new income agree with the need to professionalize the planning, development, and evaluation of didactic strategies.

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