La formación didáctico-pedagógica y su incidencia en el proceso de planificación en docentes de educación básica

Abstract

Abstract: This study addresses pedagogical training and its impact on the planning process of elementary school teachers. A quantitative approach was used, employing a descriptive design. The data collection technique was a survey, and the instrument was a structured questionnaire with a Likert scale. The study was conducted at an educational institution with a population of three teachers who had participated in pedagogical training programs. Among the most important findings, it was evident that the teachers' perception of the training was positive and applicable, highlighting improvements in goal setting, the selection of methodological strategies, and the integration of planning with the diverse needs of students. Furthermore, institutional support was identified as a favorable factor. Pedagogical training positively impacts the teacher planning process, establishing itself as a key factor for strengthening educational practice and improving student learning.