Artemio Arturo Cortez Ochoa

University of Bristol | UB · Graduate School of Education

This paper examines inequalities in power, knowledge and access with respect to teacher professional development (TPD) provision in sub-Saharan Africa. It reports on a collaborative critical interpretive synthesis (CIS) involving researchers across the region. The search strategy for this foregrounded publications by African-based researchers. The...

This study is an original synthesis of African research evidence on teacher professional development (TPD) provision in the sub-Saharan region. It provides a critical appraisal of the evidence base and identifies patterns in the actors and agendas involved in TPD initiatives; the modes and modalities of provision; and teachers' experiences and outc...

This concluding chapter reflects on the value of connecting discussions around sustainable futures and decolonization. Drawing together the three parts of the book, and considering the journey from seminar series to publication, the chapter explores fruitful avenues, challenges and paths worthy of future research and dialogue.

This book explores the connections between sustainable futures and demands to decolonize education; conversations that often occur separately, despite their interdependencies. The idea of sustainable futures lies at the heart of contemporary education and development agendas, including UNESCO’s Futures of Education initiative, which aims to reimagi...

Decolonizing Education for Sustainable Futures has explored connections between the two necessary processes within its title. Its key argument is that for future-making projects to be sustainable and to address the enormous planetary challenges facing human beings and natural ecosystems, certain approaches need to be in place. Future-making project...

Teacher and headteacher assessments and professional development are deemed critical levers for improving quality education in an increasing number of countries and contexts. However, prioritising improvement is not always evident, given that sometimes those subjected to assessments are not effectively informed about their performance (e.g., from n...

Following the outbreak of COVID-19 worldwide, life as we knew it has changed substantially. By reflecting on and relating to the experiences of two international students during this period, we aim to understand the opportunities and challenges that the pandemic has generated. For this, we will initiate a conversation to discuss two main themes eme...

There is a long-established interest in the role of school principals as leaders and promoters of effective, efficient, and equitable learning spaces. While research regarding leadership models dominates, there is a shortage in the literature about approaches to evaluate school principals and headteachers for accountability and development purposes...

Due to the COVID-19 pandemic, all Rwandan schools were closed in March 2020; they started to reopen in November 2020. To understand the Rwandan schools' level of preparedness to teach remotely during this unprecedented emergency, and for the eventual return to school, we conducted phone surveys with school leaders and teachers in 298 secondary scho...

Suite à la pandémie de COVID-19, toutes les écoles rwandaises ont fermé en mars 2020 ; elles ont commencé à rouvrir en novembre 2020. Pour déterminer si les écoles rwandaises étaient préparées à assurer l'enseignement à distance pendant cette crise sans précédent, ainsi que le retour à l'école, nous avons mené en août 2020 des enquêtes téléphonique...

This data article describes the dataset of the International COVID-19 Impact on Parental Engagement Study (ICIPES). ICIPES is a collaborative effort of more than 20 institutions to investigate the ways in which, parents and caregivers built capacity engaged with children's learning during the period of social distancing arising from global COVID-19...

In partnership with Knowle West Media Centre, researchers from the Bristol Digital Futures Institute co-designed and sent questionnaires to 5,500 households in Knowle West – an area of Bristol in the Filwood ward that features highly in the government’s multiple deprivation indices. As well as investigating how COVID-19 shaped patterns of digital...

Decolonising Education for Sustainable Futures was a series of three seminars convened under the auspices of the UNESCO Chair in inclusive, good quality education at the University of Bristol. This was a joint effort that conveyed ideas from artists, activists, practitioners, academics, and international organisations’ delegates. It aimed to share...

Lecciones iniciales de experiencias de educación a distancia de estudiantes normalistas durante la COVID-19 2. Práctica docente y ambientes de aprendizaje. 2D. Aprender y enseñar en tiempos del COVID-19 Resumen Esta ponencia expone algunos avances preliminares de una investigación de tipo mixta llevada a cabo con estudiantes normalistas de un estad...

En esta ponencia se problematiza la formación inicial y continua de maestros de nivel primaria en México. Particularmente, se analiza el caso de acceso a opciones formativas y el impacto en la práctica desde la perspectiva de docentes con 4 o 5 años de servicio. Se reportan algunos de los resultados de un estudio amplio llevado a cabo en el context...

Current knowledge regarding Teacher Evaluation Systems (TES) as a suitable approach to quality education improvement suggests that the relationship between teacher monitoring and enhancement is far from straightforward. Yet, developing countries such as Mexico have uncritically employed variants of these reforms since the early 1990s to bring about...

La pandemia provocada por el coronavirus trajo cambios importantes en prácticamente todo el mundo: desde las restricciones en la conviven-cia, pasando por la disminución de la movilidad, hasta la desaceleración de las actividades económicas. Una de las medidas más utilizadas para tratar de detener el contagio ha sido el confinamiento en el hogar. D...

RESUMEN El documento denominado "Los Fines de la Educación en el Siglo XXI" comunica las aspiraciones de la Reforma Educativa del 2013 e informa, en cierta medida, los planteamientos curriculares de educación básica y, en consecuencia, los de la formación docente en México. Dicho documento recoge elementos ideológicos, políticos, pedagógicos y curr...

Esta ponencia tiene la finalidad de presentar algunos de los resultados de un estudio acerca de las opciones de Desarrollo Profesional (DP) que tuvieron los docentes mexicanos de nivel primaria, antes de la Evaluación Docente (ED) para la permanencia en el servicio (DOF, 2013). El estudio se inserta en las áreas del conocimiento conocidas como: Cal...

The research on which this report is based was commissioned by the MasterCard Foundation (MCF). The aim of the research, as set out in the MCF Terms of Reference, is to provide an overview of international approaches, best practice and instruments used in the development of Teaching Evaluation Systems (TES), which is then used to formulate recommen...

Many education systems around the world have incorporated policies on teacher evaluation. This is so the case of Mexico where since 2013 a national evaluation of all teachers in the public education sector has been implemented. The policy's aim is to improve the quality of education (SEP, 2015a). Given the recent introduction of the policy in Mexic...