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This book addresses the importance of evaluating didactic coherence in the training of Physics, Chemistry and Mathematics (FQM) teachers in pedagogical schools. An ideal planning model is presented and the inadequacies in the planning of these disciplines are analyzed. The research is justified in terms of topicality, novelty, theoretical and practical contribution. A statistical procedure is described to evaluate didactic coherence in planning, focusing on the planning stage. A scale is used to assess the coherence indicators and the validation methods of the scientific instruments used are explained. The book also discusses the selection of the research sample, data collection and its organization with ESCODI software. A descriptive analysis of the data is performed and inferential analysis is introduced. In summary, this book provides a detailed methodology for assessing didactic coherence in FQM teacher education. Its statistical approach and the use of validated instruments improve the quality of training and the ability to design coherent and effective didactic processes.