The class plan, a professional genre: how beginning teachers narrate and legitimate it from the multimodality paradigm

Abstract

This study describes from a qualitative phenomenographic research model how a group of students finishing their training program in Spanish teaching at the universidad de Concepción, Chile, perceives the nature and function of the class plan as a professional discursive genre. In speech framework, hypertext stands out, which operates with a metalanguage made up of multimodal codes, linking a series of pedagogic/disciplinary speeches in a process of complex intertextuality. The analysis enables us to see the plan configuration as an active cultural factor that makes the traditional symbolic school-university interaction change, thus providing a new meaning to the construction of the learning phenomenon, which is the essence of the teaching praxis.