This article analyzes one aspect of teaching practice which is pedagogic activities planning. More specifically, it approaches the way a group of elementary school teachers in both the private and public sectors plan reading activities to be developed in the classroom. This regards, above all, the prevalence of individual or collective planning, when performing such activity, which is straightly connected with the construction and implementation of the course syllabus. The analysis has led to grouping the teachers, according to their practices, into three categories: those who develop individual planning, without any support, those who have opted for being independent, and, finally, those who prefer collective planning, sharing with other teachers or the school technical team.
planning; teaching practice; course syllabus construction; elementary school; teachers