Situated teacher professional development in Hidalgo: the role of Teacher Centers

Abstract

Teacher professionalization is a key component of educational improvement; however, traditional models of continuous training often lack contextual relevance. This article analyzes the role of Teacher Centers in Hidalgo, Mexico, as strategic spaces to foster situated continuous professional development that strengthens teacher autonomy and re-signifies professional practice. Based on a mixed methodology combining documentary and participatory approaches, the study examines national and international precedents and contrasts teachers’ training needs with the principles of the National Strategy for Continuous Training 2025. Findings indicate that Teacher Centers can articulate contextualized training processes aligned with the social and school realities of educators. It is concluded that strengthening these centers is essential to transform continuous training into a dynamic, pertinent process oriented toward equity and educational excellence.

Keywords: Situated continuous training; Teacher professionalization; Professional autonomy; Re-signification; Professional development.