This book presents an innovative case study that addresses the urgent need to improve the coherence of didactic planning in the training of Physics, Chemistry and Mathematics teachers for Secondary Education in Cuba. Based on a rigorous research, it offers a deep quantitative and qualitative diagnosis, identifying priority dimensions, core processes and transversal deficit patterns.

For the first time, it measures the gap between the current situation and the desired scenario. It corroborates the need to make substantial changes, moving towards a systemic and contingent didactic planning, centered on the student's research activity within his or her context.

It offers viable recommendations on teacher training, banks of good practices and learning communities. It represents an innovative contribution by introducing the notion of pedagogical reference contexts, which provide real scenarios for contextualized and meaningful planning.

It is useful for managers, teachers, teacher trainers and researchers interested in improving the quality of teaching-learning processes in these key disciplines. .