Políticas de formación continuada del profesoradoAnálisis crítico del discurso oficial de comunidades autónomas

  1. Amador Guarro Pallás 1
  2. Begoña Martínez Domínguez 2
  3. Antonio Portela Pruaño 3
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  3. 3 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1138-414X

Year of publication: 2017

Volume: 21

Issue: 3

Pages: 21-40

Type: Article

Abstract

Regions (i.e. ‘Autonomous Communities’) are in charge of defining and regulating continuing professional development (CPD) in Spain. Their regulations are considered to be significant carriers of policy discourses on this issue to be analysed. Firstly, we highlight the relevance of CPD policy in the context of the Spanish education system and also suggest a framework to use critical discourse analysis to study three regional policies. A section on methods follows, with details on research questions, selection of documents and categorisation identified and used to code the data regarding these major dimensions of CPD: a) aims and underlying models of professionalism; b) contents; c) methods, and d) organisation. Finally, results are reported, analysed and discussed in order to bring to the foreground emphases and omissions which privilege certain ideological stances and power relations.

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