Discourse and Pedagogical Practice in High-performance School Frameworks

Abstract

The aim of this paper is to analyze the relationship between the speech on teaching practice and the actual practice of teachers in educational institutions of high performance and low socioeconomic status in Santiago de Chile. A descriptive study of mixed methodology is implemented, with semistructured interviews of nine teachers, and film analysis of 34 hours of classes. There is coherence between the speech referred to the institutional context and the type of intervention by the teacher, yet there is a gap between the speech on teacher-student interaction and the type of intervention with their in class.