Efectos de programas de política pública sobre las actividades e identidad de la profesión académica en las escuelas Normales de México

The aim of this article is to analyze the characteristics of the professional profile, activities and identity developed by the teaching professionals teaching at Mexican Normal Schools. We followed a quantitative, transectional and causal-comparative approach, carried out with a sample of 281 teachers currently working at normal schools. The main results show that the participants maintain an academic identity as trainers devoted to teaching, in parallel with an identity as teacher-researchers. The statistical tests made it possible to identify significant differences in the hours dedicated to various academic activities between normal school teachers who take part in stimulus and recognition programs, and those who do not. Therefore, we concluded that said programs do not represent an imposition to the teachers, but the possibility to carry out their research. This situation has changed the dimensions that make up the academic identity and created the need for a new model of teaching professional.