Se presenta un estudio cuantitativo realizado en el ciclo escolar 2015-2016, orientado a identificar las finalidades, enfoques y aspectos que toman en cuenta los profesores de secundaria para elaborar sus planeaciones didácticas. Participaron 433 docentes mexicanos. Los resultados muestran preponderancia de finalidades pedagógicas, si bien las evaluativas tienen importante ponderación; aun cuando el enfoque tradicional está considerablemente presente, se identifica de alguna forma el socioformativo. En este sentido, se concluye que las prácticas tradicionales no se alejan de las escuelas aun cuando hay argumentos en el discurso docente en los aspectos que utilizan en el diseño de la planeación didáctica.

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It is presented the results of a study whose purpose was to reliability and validity of building an analytic socioformative process rubric to evaluate didactic planning in Teachers during their training process for Basic Education. The study involved 226 teachers. At first, reliability was determined through the Alpha Coefficient by Cronbach, having as a result .703. Results show that the instrument is reliable. Afterwards, an exploratory factorial analysis (AFE in Spanish), was carried out through the Maximum Authenticity Method with promax rotation and cluster analysis. This analysis showed the existence of a factor that explains 53.046% of the variance and is consistent with didactic planning. There was no need to eliminate any item according to the results of the factorial analysis. From these studies on, it can be conclusive that the target rubric of study has the adequate levels of reliability and construct validity. It is necessary to carry on new studies to confirm the results.

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