The teacher’s selective attention in the curricular planning, learning and evaluation processes

Abstract

The qualitative research conducted had as itsobject of study selective attention–amental function that regulatesthe flow of information that reaches the conscience and gives human beings asense of equilibrium and personal wholeness by selectingsome stimuli and ignoringothers – following Kahneman’s modeland the theoretical foundationsof phenomenology in relation to the teaching activities of curricular planning, learning and evaluation. An intrinsic case study was performed, usingtwo triangulated sequential questionnaires and interviews. 25 teachers from the same public school district in the Mexican state of Nuevo León participated in the study. The analysis of the data detects as arousal, the preponderance of specific contents overthe curricular elements in the planning, with partial inclusion of the methodological approach and the corresponding didactic strategy, decreasing the possibilities of achieving competence, learning outcomes expected,and the exit profile set up by theinstitution.