Curricular Changes and Teacher Performance: between duty and power to act

Calderón A.J.V.; Félix-Benites E.D.; Serrano U.M.; Polo W.C.Y. · Educacao and Realidade (2025) · DOI: 10.1590/2175-6236132575vs02

Resumen

The objective of this study was to analyze the perception of secondary school Communication teachers regarding the impact of curricular changes on teaching performance in schools in the province of Andahuaylas, Peru, 2022. Qualitative, descriptive and ana-lytical study. The results indicate that the construction of categories of meaning from the teachers' narratives characterized the experience of curriculum implementation as a dynamic and complex process. The constructs "curricular change" and "learning" turned out to be core categories that structure the participants' experience. The search for an-swers to the changes unfolds in permanent tension due to the collision between the vocation for teaching and the limitations of the context.

Instituciones: Universidad Antonio Ruiz de Montoya; Universidad Nacional José María Arguedas; Universidad César Vallejo