The absence of security in didactic planning

Abstract

In this research, an analysis of the professional competence of designing plans was carried out by applying curricular, psycho-pedagogical, disciplinary, didactic and technological knowledge to promote inclusive learning spaces that respond to the needs of all students within the framework of the educational plan and programs. The study was framed in the phenomenological interpretive paradigm since it leans towards those experiences during professional training that acquire a special meaning; the autobiographical narrative method was used to explore the experience of being a teacher in training of the Bachelor of Preschool Education program, focusing on the absence of security in planning. The main objective of this evidence portfolio was to improve my confidence when executing planning by reviewing the selected evidence from the professional training path for greater performance in its application. The need to have a diagnosis emerged as the main area of opportunity for the successful implementation of those plans carried out during this training period.