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Studying US-Mexico Post-pandemic Policies and Practices On Retaining Teachers (SUPPPORT)
Investigador Responsable:
Dr. Cecilia Vallejos Parás
cecilia.vallejos@lasalle.mx
Universidad La Salle México
Objetivo:
The aim of this study is to compare the working conditions of basic education teachers post-pandemic between the United States and Mexico, through a qualitative phenomenological and ethnographic design.
Resultados Esperados:
– As highlighted by UNESCO, in the coming years, both the United States and Mexico will require well-prepared and emotionally stable elementary school teachers with the skills and abilities to confront the challenges of the future. This qualitative comparative education study will enable a profound understanding of the working, social, and emotional conditions faced by elementary school teachers in both Mexico and the United States. Firstly, it will provide a comprehensive view of the specific
-As short-term outcomes, comparative educational research is expected to provide information, evidence, and an accurate diagnosis of the working and social conditions of elementary school teachers in Mexico and the United States. Additionally, there are plans to compete for two international grants not only to conduct the research but also to take students and teachers to visit some public schools in the United States and Mexico and to engage in some international collaborations with them.
-Panamericana and La Salle universities aim to increase collaboration with the National Pedagogical University Tabasco campus. Following the identification of teaching issues, online workshops for elementary school teachers will be conducted. Additionally, there is a plan to raise awareness of the challenges and issues faced by educators in Mexico and the United States in the medium term.
¿A quién va dirigido?
To elementary school teachers from Mexico and the United States, educational researchers, public administrators, educational organizations, politicians, among others.
Problematica:
To have a sufficient number of trained public basic education teachers to serve the children and adolescents of Mexico and the United States.
Duración del Proyecto
Inicio: 1 / julio / 2024
Final: 30 / julio / 2027
Área de Conocimiento
Educación
ODS
4 – Educación de Calidad
Resumen de Divulgación:
Hello everyone. Did you know that by 2030, Latin America and the Caribbean will need over 1 million more elementary school teachers, and the forecast is even higher for Europe and North America, with a demand of 1.7 million qualified teachers?
Well, our project is all about understanding some of the working conditions of elementary school teachers post-pandemic, focusing on the United States and Mexico. The goal? To ensure that by 2030, our nations have enough teachers to meet the demand.
Hi, I’m Cecilia Vallejos Parás, and I’m excited to introduce you to our project titled: SUPPORT, that means: ‘Studying US-Mexico Post-pandemic Policies and Practices On Retaining Teachers (SUPPPORT).’ This study is being conducted by an international research team of education scholars including three faculty from Texas State University (TXST) (Drs. Melissa A. Martinez, Dionne Davis, and Rosa Peña) and three faculty from Universities in Mexico (Dr. Cecilia Vallejos-Paras, University of La Salle, Mexico City; Dr. Claudia Fabiola Ortega-Barba, Universidad Panamericana; Dr. Monica Lopez Batiz, Universidad Panamericana).
As highlighted by UNESCO, in the coming years, both the United States and Mexico will require well-prepared and emotionally stable elementary school teachers with the skills and abilities to confront the challenges of the future.
The SUPPPORT project responds to the need for engaging in cross-cultural knowledge sharing in an attempt to address these ongoing concerns related to teacher working conditions and examine the post-pandemic pressures and supports experienced by K-12 public school teachers in the U.S. and Mexico that lead to their retention or departure from the field.
