Abstract

JAIMES CARVAJAL, Gladys  and  RODRIGUEZ LUNA, María Elvira. Convergences, Tensions and Ruptures in Teacher Training and Incentives in Bogotá D. C. (1996-2013). Rev. colomb. educ. [online]. 2015, n.68, pp.113-148. ISSN 0120-3916.

This article interprets and correlates different levels of discourse, and their levels of representation in public policy documents (1996-2013) containing priorities, goals, and projects aimed at qualifying teacher training in Bogota D.C. by means of incentives granted for its professionalization and assessment by representative educational agents. The study grounds on discourse analysis as a relevant theoretical and methodological proposal for the documentary and testimonial interpretation of teacher training policies, and awards to research and innovation as teachers' incentives. Such discourses mediate social imaginaries and representations. This is the reason why interpretation on "incentives" may vary according to the conceptions of educational agencies that promote policies or benefit from them. The results show, on the one hand, convergences, tensions and ruptures in the conceptualization of incentives; on the other hand, they show actions and constraints in the implementation of teacher incentive and recommendation policies aimed at consolidating the positive aspects of policies and improving their enforcement.

Keywords : Educational public policies; teacher's incentives; discourse analysis; educational reforms; teacher training processes; awards.

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