Teaching planning and problem situations: teacher stories

Abstract

The objective of the research article is to describe problem situations that affect the development of teaching planning through stories of teaching experience. The methodological dimension is of a qualitative nature of hermeneutic type; the collection of information was through stories of experience produced by five secondary school teachers from Maracaibo, Venezuela. Among the results are that the lack of teaching resources, the deficiency in the school infrastructure, as well as the irregularity in student attendance; in addition to over-enrolment and hourly intensity are some of the problems affecting the development of teaching planning. Regarding the previous context, it is concluded that the teaching stories represent a metacognitive device to return to significant situations within the experience, favoring the construction of teaching knowledge based on practice.

Keywords

• planning
• teaching
• problem situations
• teacher stories