Los saberes de los futuros docentes en torno a la planeación didáctica

Didactic planning is an essential activity for teachers in training because it is part of the work they will perform throughout their professional practice. The 2019-2023 generation of Normal students has the quality of having undergone dual initial training, that is, half of the degree was taken online due to the pandemic caused by SARS-CoV-2 and the other half was done in face-to-face modality. This study, of a qualitative nature and with a phenomenological framework, aims to identify the knowledge that teachers in training build about didactic planning. For this purpose, interviews were carried out with Normal students from the fourth grade of the Bachelor’s Degree in Primary Education, who are considered first-order subjects. The first results are presented after a categorization exercise related to the changes in planning upon returning to face-to-face and the training gaps to carry it out. It is concluded that the impact of the didactic planning that was done online versus face-to-face is not only related to the willingness of the teachers in training, but also has to do with the institutional conditions and the support of other educational actors.