<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662023000300755</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una aproximación sociocultural y situada a la planificación docente]]></article-title>
<article-title xml:lang="en"><![CDATA[A Sociocultural Situated Approach to Teacher Planning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ginesta Fontserè]]></surname>
<given-names><![CDATA[Anna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mauri Majós]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona Facultad de Psicología Departamento de Cognición, Desarrollo y Psicología de la Educación]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Barcelona Facultad de Psicología Departamento de Cognición, Desarrollo y Psicología de la Educación]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>98</numero>
<fpage>755</fpage>
<lpage>779</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662023000300755&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662023000300755&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662023000300755&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente trabajo tiene como finalidad analizar la actividad de planificación docente entre dos maestras en situaciones habituales de su práctica profesional. La investigación adopta una estrategia metodológica de estudio de caso. Se hizo un registro en audio y posteriormente se transcribieron todas las sesiones de coordinación docente de educación preescolar, donde las maestras planificaron conjuntamente el trabajo que llevaron a cabo en sus aulas respectivas. Las conversaciones se sometieron a un análisis de contenido para identificar y caracterizar las temáticas objeto de discusión. Los resultados muestran la planificación docente como una actividad compleja y mediada por representaciones situadas de las tareas de aprendizaje. Entre estas representaciones destacamos aquellas que permiten a ambas maestras representarse anticipadamente dichas tareas como sistemas de actividad situada en la práctica y visionar su &#8220;plan en la acción&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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 &#8220;plan of action.&#8221;]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[planificación docente]]></kwd>
<kwd lng="es"><![CDATA[actividades de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[análisis de contenido]]></kwd>
<kwd lng="es"><![CDATA[reflexión]]></kwd>
<kwd lng="en"><![CDATA[teacher planning]]></kwd>
<kwd lng="en"><![CDATA[learning activities]]></kwd>
<kwd lng="en"><![CDATA[teaching work]]></kwd>
<kwd lng="en"><![CDATA[analysis of content]]></kwd>
<kwd lng="en"><![CDATA[reflection]]></kwd>
</kwd-group>
</article-meta>
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