Management as an integrative process in teacher education institutions: a shared perspective

Abstract

This study analyzes, from a critical and reflective perspective, the role of management as an integrative process in the academic work of Public Teacher Education Institutions (ENP) and the Teacher Professional Development Center of Mexico City (CAMCM). A conceptual position and reflection article was developed, grounded in the critical analysis and synthesis of national and international scholarly literature on institutional management, educational leadership, participation, collaboration, communication, and organizational change. The analysis was structured around five interrelated dimensions: organizational horizontality, shared decision-making, collaborative work, horizontal communication, and change-oriented management. These dimensions provide a framework for critically examining predominantly administrative and hierarchical conceptions of institutional management. The analysis concludes that integrative management articulates actors, knowledge, responsibilities, decisions, and actions around shared institutional purposes, thereby creating organizational and relational conditions that can strengthen the collective capacity of teacher education institutions to promote participatory and sustained processes of academic transformation.