Ethnomethodology: A Method for Researching Teachers' Knowledge in the Planning and Implementation of Teaching

Abstract

This theoretical article focuses on the description and evaluation of Ethnomethodology as a relevant and valuable research method for the study and interpretation of teachers' knowledge in the process of planning and implementing teaching, as well as for analyzing the interactions experienced in the classroom: the rules, meanings, and practices that regulate pedagogical action. Specifically, the daily activities that reflect part of this knowledge, typical of teaching work, represent an area of research interest to delve into the decisions and actions of teachers as critical subjects in improving educational quality. In this sense, this paper seeks to contribute to the scientific community by systematizing and giving account of the possible empirical applications of Ethnomethodology to explore the organization or planning of teaching in such a way as to investigate the rules that regulate the pedagogical action to contribute to the training and professional development of teachers.