Perspectives and Practices on the planning in the teacher-training processes

Abstract

In the framework of the so-called technicality perspectives,- that in our country started with the develompmentalism and went in depth during the last dictatorship- the practice of planning not only played a key role in the teacher-training processes but it also imposed strict instructions on how to carry out them. Today, these criterias have been questioned and in some cases, modified. In order to know how planning is implemented and taught in the teacher-training process, a Specific Didactics Master thesis was developed at the National University from El Litoral. This thesis aimed to give an answer to the questions presented through a field work research in two Teacher-Training Programmes in Superior Education Institutions from Santa Fe province. There were analiyzed programs related to practice of planning and interviews to subjects on curricula carry out.

This article attempts to consider this topic from a fresh angle. The goal is a briefly description on the two main approaches which were used to set the planning practice. This text provides a review of the practices and its meanings currently implemented in both teacher-training programmes. At the end of this work, there is a short paragraph that expresses the author’s stance on this complex practice.