GINESTA FONTSERE, Anna    MAURI MAJOS, Teresa. A Sociocultural Situated Approach to Teacher Planning. []. , 28, 98, pp.755-779.   02--2023. ISSN 1405-6666.

The current study analyzes the two teachers' planning in habitual teaching situations, based on a methodological case study strategy. The coordinating sessions, in which the teachers jointly planned their respective classroom work, were recorded and transcribed. The conversations were submitted to content analysis to identify and characterize the topics of discussion. The results show that teacher planning is a complex activity mediated by situated representations of the tasks of learning. Among these representations, we emphasize those that allow both teachers to preview tasks as activities situated in practice and to visualize their “plan of action.”

: teacher planning; learning activities; teaching work; analysis of content; reflection.

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