Resumo

MORENO RESTREPO, Manuel Fernando  e  SOTO TRIANA, Joan Sebastian. Planning teaching strategies and cognitive processes in a group of primary school teachers. Educación [online]. 2019, vol.43, n.1, pp.522-545.  Epub 01-Jun-2019. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v43i1.29798.

The objective of this article is to identify cognitive processes used in lesson planning among a group of 7 primary school teachers in Bogotá, Colombia, based on semi-structured interviews and content analysis. Lesson planning can be understood as a process allowing cognitive representation of teaching and reflection for developing one´s own pedagogical approach. According to our results, cognitive processes used in planning teaching strategies serve as a representational reference for the teacher which influences pedagogical development among students. It is acknowledged that teacher planning, to a large extent, is a representational process with an underlying cognitive and pedagogical design, subject to each teacher´s own context and experience. These are elements that, in turn, can be recognized and fostered by the institution to promote innovative perspectives within pedagogical practice.

Palavras-chave : Teacher planning; Representational thinking; Strategic thinking; Design of teaching strategies; Pedagogy; Psychology of teaching.

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