La práctica docente en el aula de cristal. Redefiniendo la enseñanza hacia el segundo cuarto del siglo XXI

INTRODUCTION: The impact of the "glass classroom" concept on the pedagogical practices of the Plutarco Elías Calles elementary school in Chihuahua, Mexico, is examined, characterized by a context of high visibility and scrutiny. The study addresses the tensions generated between the demands for transparency and the professional autonomy of teachers. The objective was to analyze how conditions of constant exposure affect pedagogical planning, methodological innovation, and classroom interactions. METHOD: A mixed-method approach was used, combining structured surveys, semi-structured interviews, participant observation, and document analysis. The participants included 13 teachers and one school administrator. RESULTS: While some teachers took advantage of these conditions to improve their planning and personalize strategies, others adopted conservative approaches due to fear of legal repercussions or public criticism. This context limited pedagogical innovation and encouraged a retreat to traditional methodologies. CONCLUSIONS: It is concluded that educational policies should prioritize strategies that mitigate the negative effects of the "glass classroom," promoting teacher well-being and fostering pedagogical innovation. These measures are essential to strengthen educational quality in a highly exposed environment. DISCUSSION: The findings suggest that conditions of high visibility create both opportunities and restrictions. Teachers who managed to adapt showed significant improvements in classroom climate and the quality of interactions. However, constant pressure underscored the need for institutional support to balance transparency with professional autonomy.