Descripción

The purpose of this study was the characterization of practices of planning and interaction of teaching of the teachers at Universidad Mariana, which required the description of their visions, the unveiling of their contribution and the identification of their relationship. The qualitative paradigm oriented the research, under an exploratory and descriptive type and a method based on focus groups. The strategies used for collecting information were: interviewed through focus groups and non-participant observation; a meaningful sampling was done with new and expert teachers and, finally, an analysis by the use of matrices, taxonomies and graphs. The main result was the evidence that the teacher’s thinking was guided by planning practices, because they strengthen the levels of demand, creativity, work and reflection. In addition, academic and socio-emotional factors are the clue for making effective the interaction, and they are reflected in the classroom. In order to strengthen the teachers’ plan of qualification and development, some alternatives were proposed, such as: include an objective and many strategies related to planning, interaction and academic assessment of students; suggest an institutional policy that articulates the administrative part and academic progress, and advance in research related to teaching thinking.