Análisis de los discursos de la planificación escrita de un grupo de profesores de educación infantil

Abstract

Pedagogical planning speeches constitute school speeches, which include those action-inducing speeches. The instrumental function is to coordinate, in an anticipated way, the educative intentions, time, space of communication and actions- of teachers and students- in a school classroom, in order to achieve common goals. In this framework, the purpose of this study is to know the characteristics of writing speeches of childhood education teachers. Strauss and Corbin's (2002) Grounded Theory (GT), essentially its 'systematic design' -whose purpose helps to incorporate the deductive method and different kinds of analysis techniques- was adopted. From the reference corpus, of about 60,570 words, a sub-corpus made up of script discourses of teacher planning (officials and in extenso) whose unit of analysis comes from the data, was identified. Some findings reveal that, even though there is a standardized format in speeches of writing planning, heterogeneous components can be observed. Likewise, limited or lack of educational objectives show in all cases of work corpus, the lack of pedagogical intention and a particular emphasis on activities program for students.