The contextualized exploratory diagnosis: pedagogical tool with a look inside the teacher

Abstract

The preparation of teachers in training and exercises is essential for the successful conduct of the teaching-learning from this major premise, this paper has the intention to socialize the result of research conducted in the municipality of San Luis, Santiago de Cuba province. These results are associated with the dynamics of contextualized exploratory diagnosis, which is considered is the basis and starting point of the guiding role of the teacher for the planning and monitoring of the strategy of educational care for the development of actions directly related to construction of the cognitive and affective-motivational.