TEACHER POLICIES AND THEIR EFFECTS AT THE UNIVERSIDAD AUTÓNOMA DE QUERÉTARO

Abstract

Improving educational quality is one of the main purposes
of public educational policies, some of them are focused on
teacher staff. Teacher policies guide the training and functions,
as well, they established hiring and evaluation processes.
In order to know the historical impact of teacher
policies in full-time professors at the Universidad Autónoma
de Querétaro, a multi-referenced exploratory research
was designed to show in three moments: years 2000, 2010
and 2020, the modification of ‘academic ability’ analytical
category integrated by the indicators: full-time professor
schooling level, the recognition as ‘desirable’ professor,
granted by the Program for Professional Teaching Development,
and ‘distinction’ as member of the National Researchers
System. The results show a sustained increase in
academic ability indicators, and their highly heterogeneous distribution among the thirteen Faculties on the Universidad
Autónoma de Querétaro. It is theorized that: in Faculties
with great achievements, they have self-reaffirming
structures set up by their professors who embody lasting
ways of being and valuing, based on symbolic and material
goods, and the rules of the game established by public policies
focused on teaching staff; as well, based on epistemic,
theory and practical structures from the disciplinary field
they cultivate.