Diagnosis of didactic planning carried out by teacher trainees: intervention to improve it.

Within the research problem boundaries related to the need for refining didactic planning developed by students specializing in Geography and History at the teacher trainees school, the following objectives are proposed: to assess their perceptions of didactic planning, analyze their current situati...

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Main Authors:	Alfonso García. , María Rosa, Lozano González, Alma Rosa Lydia
Format:	Online
Language:	spa
Published:	Universidad Autónoma de Tamaulipas 2023
Online Access:	https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/238
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spelling	oai:ojs.pkp.sfu.ca:article-2382024-08-22T19:08:31Z Diagnosis of didactic planning carried out by teacher trainees: intervention to improve it. Diagnóstico de la planificación didáctica efectuada por alumnado normalista: intervención para perfeccionarla Alfonso García. , María Rosa Lozano González, Alma Rosa Lydia Planificación programa de estudios , diagnóstico intervención Planning degree programs diagnosis intervention Within the research problem boundaries related to the need for refining didactic planning developed by students specializing in Geography and History at the teacher trainees school, the following objectives are proposed: to assess their perceptions of didactic planning, analyze their current situation, and model and provide a pedagogical intervention in this regard. The method followed a qualitative design with a descriptive phenomenological approach, diagnosing the current state of planning among seventh-semester students at the Escuela Normal Superior de Monterrey. A focus group, completion of sentences, and structured and global observation were employed, exploring their conceptions about planning and how they plan. Subsequently, intervention actions were carried out through two workshops to socialize the diagnosis made and encourage joint constructions on how to improve this teaching performance. The result of the preliminary diagnosis revealed that teacher trainees were satisfied with the 1999 curriculum they were studying, had adequate knowledge about the importance of planning, and accepted this process in the declarative realm. However, when planning their classes, they did not model all the components of the curriculum, highlighting deficiencies in the evaluative component and in learning activities. The conducted workshops were well-received by the future teachers, who reported an enrichment of their reference framework regarding didactic planning. En los límites del problema de investigación relacionado con la necesidad de perfeccionar la planificación didáctica que desarrollan los alumnos normalistas de la especialidad Geografía e Historia, se plantean los siguientes objetivos: valorar sus apreciaciones sobre la planificación didáctica, analizar su situación actual, y modelar y fundamentar una intervención pedagógica al respecto. Método. Desde un diseño cualitativo de carácter fenomenológico descriptivo, se diagnostica el estado actual de la planificación de los estudiantes del séptimo semestre de la Escuela Normal Superior de Monterrey. Se trabajó con un grupo focal, completamiento de frases y observación estructurada y global, explorándose sus concepciones acerca de la planificación y cómo planifican, para posteriormente efectuar acciones de intervención mediante dos talleres para socializar el diagnóstico efectuado y propiciar construcciones conjuntas sobre cómo perfeccionar esta actuación docente. Resultados. El diagnóstico preliminar arrojó que los alumnos normalistas se encontraban satisfechos con el programa de estudios de 1999 que cursaban, adecuados conocimientos acerca de la importancia de la planeación y la aceptación de este proceso en el plano declarativo, pero al planificar sus clases, no modelan todos los componentes del currículo, destacándose insuficiencias en el componente evaluativo y en las actividades de aprendizaje. Los talleres desarrollados fueron muy aceptados por los futuros docentes quienes declararon un enriquecimiento de su marco referencial acerca de la planeación didáctica. Universidad Autónoma de Tamaulipas 2023-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/238 10.29059/educiencia.v8i1.238 EDUCIENCIA; Vol. 8 Num. 1 (2022); 25-39 EDUCIENCIA; Vol. 8 Núm. 1 (2022); 25-39 2683-1791 spa https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/238/164 Derechos de autor 2023 Universidad Autónoma de Tamaulipas http://creativecommons.org/licenses/by-nc-sa/4.0
institution	EDUCIENCIA
collection	OJS
language	spa
format	Online
author	Alfonso García. , María Rosa Lozano González, Alma Rosa Lydia
spellingShingle	Alfonso García. , María Rosa Lozano González, Alma Rosa Lydia Diagnosis of didactic planning carried out by teacher trainees: intervention to improve it.
author_facet	Alfonso García. , María Rosa Lozano González, Alma Rosa Lydia
author_sort	Alfonso García. , María Rosa
title	Diagnosis of didactic planning carried out by teacher trainees: intervention to improve it.
title_short	Diagnosis of didactic planning carried out by teacher trainees: intervention to improve it.
title_full	Diagnosis of didactic planning carried out by teacher trainees: intervention to improve it.
title_fullStr	Diagnosis of didactic planning carried out by teacher trainees: intervention to improve it.
title_full_unstemmed	Diagnosis of didactic planning carried out by teacher trainees: intervention to improve it.
title_sort	diagnosis of didactic planning carried out by teacher trainees: intervention to improve it.
description	Within the research problem boundaries related to the need for refining didactic planning developed by students specializing in Geography and History at the teacher trainees school, the following objectives are proposed: to assess their perceptions of didactic planning, analyze their current situation, and model and provide a pedagogical intervention in this regard. The method followed a qualitative design with a descriptive phenomenological approach, diagnosing the current state of planning among seventh-semester students at the Escuela Normal Superior de Monterrey. A focus group, completion of sentences, and structured and global observation were employed, exploring their conceptions about planning and how they plan. Subsequently, intervention actions were carried out through two workshops to socialize the diagnosis made and encourage joint constructions on how to improve this teaching performance. The result of the preliminary diagnosis revealed that teacher trainees were satisfied with the 1999 curriculum they were studying, had adequate knowledge about the importance of planning, and accepted this process in the declarative realm. However, when planning their classes, they did not model all the components of the curriculum, highlighting deficiencies in the evaluative component and in learning activities. The conducted workshops were well-received by the future teachers, who reported an enrichment of their reference framework regarding didactic planning.
publisher	Universidad Autónoma de Tamaulipas
publishDate	2023
url	https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/238
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Diagnosis of didactic planning carried out by teacher trainees: intervention to improve it.

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