In this paper, we analyze the experiences of teachers and principals in a Mexican teachers' college following the teacher education reform of 1997. In the aforementioned study program, it is stipulated that students undertake practice in schools during the final year of their degree course. The study focuses on the activities carried out by teachers prior to the pre-service practice with the first generation of students from the 1997 Primary Education degree program. In the paper, we show how the teachers and administrative staff at the teachers' college have adapted by means of a process of negotiation of meaning and the generation of micropolitics in their relationship with the national proposal, and the way in which they are organized as part of a scheme that we conceive as community of practice cultivated.
educational reforms; teacher education; community of practice; micropolitic