Abstract

RODRIGUEZ HERNANDEZ, Blanca Araceli. Teaching Spanish in primary school: Self-confrontation and analysis of practice. Sinéctica [online]. 2021, n.57, e1258.  Epub Dec 13, 2021. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2021)0057-005.

The objective of the present work is to analyze the teaching practice of a teacher when teaching Spanish in a rural Mexican primary school based on simple self-confrontation processes. As a methodological tool, simple self-confrontation allows to produce reflections from one’s own action, and through dialogue and observation of class recordings. From the dimensions proposed by socio-discursive interactionism, for the study of work, the relationships between prescribed, real and represented work that the teacher verbalizes during self-confrontations are analyzed. Results show that reflections verbalized by the teacher address the way of linking prescribed work in the program with real conditions in her classroom. Furthermore, they reveal that the prospective of her practice aim to an improvement of what was observed during classes. The conclusion addresses more generally the challenges and possibilities of self-confrontation to the empirical study of teaching practices.

Keywords : teaching the mother tongue; analysis of practice; teaching practice; work study; teaching Spanish.

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