Formación Continua y Desafíos Profesionales en la Aplicación de la Nueva Escuela Mexicana en Contextos Locales

This study analyzed the challenges faced by primary education teachers in Zone 09 of Mexicali, Baja California, during the implementation of the New Mexican School (NEM) guidelines in the 2024–2025 school year. The research focused on how continuing education and professional practice influenced the appropriation and effective application of these guidelines. A quantitative, non-probabilistic approach was adopted through the administration of structured surveys to a representative sample of in-service teachers. The data collected were statistically processed to identify patterns, limitations, and training needs.The results showed that, although there was a willingness to change and an acknowledgment of the importance of the NEM, teachers encountered significant barriers related to the lack of pedagogical support, insufficient professional development, and poor alignment between continuing education content and the demands of the new educational model. In addition, tensions were identified between daily teaching practices and the theoretical principles proposed by the policy. It was concluded that the effective implementation of the NEM requires a profound reconfiguration of continuing education programs, with greater contextual relevance and a practical orientation. This research contributes to the existing body of knowledge by evidencing, from a local perspective, the gaps between the design of educational policy and its enactment in classrooms, offering valuable insights for institutional decision-making and future research in the field of professional teacher development.