Hacia una caracterización de los estilos de planeación didáctica: una aproximación cognitiva

It’s been 70 years since Ralph Tyler developed his theory of curriculum design. Since then, there have been many authors who have proposed prescriptive models that guide teacher planning, recognizing why teacher planning is at the center of any effective teacher. This study seeks to characterize the teacher planning styles of teachers from a network of private schools. From a cognitive approximation of teacher planning styles, which consists of studying teacher’s decision-making regarding the elements that con-stitute their lesson plan, it was confirmed the strong relevance that Tyler’s proposal has after 70 years from its original publication. About 60.62% of the studied teachers were identified as highly congruent with such rationality. In contrast, the other studied teachers vary their planning style aligning themselves with a standard or competencies-based plan-ning. Likewise, after a principal component analysis, an explained variance of 74% was found, bringing evidence about the validity of methodological approximation.

Introducción -- La aproximación cognitiva al estudio de la planeación didáctica -- Los modelos de planeación didáctica -- Metodología -- Resultados -- Discusión