Planificación y evaluación de la práctica docente. Una visión desde el docente.

Abstract

Planning is listed as one of the key elements that teachers are supported to function in the development of the class sessions. Such planning has since extended periods of time (such as the annual programming) to short periods (the preparation of a class session). The work we are presenting here is part of a research project on teaching practices involving ICTs during early childhood education. Part of that study using analysis of discourse collected through semistructured interviews, we reported data in prior and immediately after the development of practice time on how the value of early childhood education teachers, first performed the planning session, and the second assessment of how it has carried out the practice. This double vision "pre and post" class allows us to analyze: 1) planning which elements focus by teachers and 2) how evaluate the practical depending on how they have developed in the session. With these two aspects is evaluated: 1) understand what the elements on which teachers focus their importance when planning the class, 2) how to evaluate the development of the class depending on how they are planned and 3) if we can find differences between expert and novice in terms of years of teaching experience.