TEACHING PLANNING AS AN EMERGING PRECEPT IN THE MANAGEMENT OF STRATEGIES FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE

Formal teaching processes, whether tangible or intangible, are based on various actions that must be carefully planned, taking into account the context, relevance, and continuous updating. In this regard, planning strategies for teaching English as a foreign language represents an innovative approach, providing specialized teachers with alternative tools for this purpose. This research is justified by its aim to theorize, from an epistemic perspective, about constructs related to educational planning. Paradigmatically, the study was approached from phenomenology, employing a qualitative methodology and the phenomenological method. For data collection, in-depth open-ended interviews were conducted, guided by a set of questions. The information and emerging theoretical elements were processed using Atlas.Ti software. The main conclusion of the study is that planning constitutes the core of strategy management in the teaching of English; however, its effectiveness depends on teacher training, resource availability, and the ability to contextualize. Finally, one of the main contributions of this study is the provision of concrete guidelines for strengthening strategic and context-sensitive planning.