El discurso evaluativo de los formadores de educadores físicos en las presentaciones de pregrado

This paper analyzes the written evaluative discourse of teacher trainers of physical education teachers during degree progress presentations, aiming to identify their evaluation objects, evaluative orientations, acts of stance, and lexical-grammatical patterns. The study adopts a qualitative corpus-driven approach, employing corpus linguistics tools and categories from discourse analysis, particularly the appraisal theory of SFL (Martin y White, 2005) and DuBois’ stance triangle (2007). The analysis of 68 written comments reveals four predominant stances acts –approving, disapproving, recommending, and conceding– as well as linguistic structures that modulate or attenuate judgment, notably concessive constructions with argumentative function. The findings suggest that evaluative discourse functions as an institutionalized form of pedagogical regulation within a hierarchical framework that combines instructional and sanctioning roles. The study contributes to a critical understanding of evaluative practices in initial teacher education.