Values and discipline in the Catholic school: the discourse of pre-service teachers

The Catholic school is currently facing new challenges that demand an urgent re-evaluation of its social role, its internal functioning, and its educational model. This study aimed to delve into the way in which values and discipline are conceived in this type of educational institution, based on the testimonies of 22 students from the Master's degree in Teaching at the University of Seville (Spain). The application of critical discourse analysis to a corpus consisting of practice reports prepared by these pre-service teachers would highlight a great versatility in both signifiers, being linked to numerous sub-discourses marked by the tradition-modernity dialectic.