Didactic planning: reflections on the teacher’s decisions in preparing the lesson plan

Abstract

This paper aims to present reflections on didactic planning and the teacher's decisions as a manager and guide of the teaching and learning process in the development of the lesson plan. It analyzes the relevance of planning through the conceptualization of the components of the lesson plan structure: identification, objectives, content, methodology, teaching resources, assessment, lesson duration, and bibliographic references. The research conducted is bibliographic in nature with a qualitative approach, fundamentally based on the theoretical contributions of Piletti, Libâneo, Haydt, Verde, Tabase et al., and Puentes, supported by articles, theses, and dissertations to understand the importance of the teacher’s decisions in the creation and management of the lesson plan. In this sense, the reflections produced in the study offer teachers an opportunity to improve their performance in the classroom and provide students with alternatives for constructing their own learning through the efficiency that can be achieved in the management and implementation of the lesson plan.