espanolEl presente articulo tiene su origen en la investigacion “Las practicas profesionales supervisadas (PPS) de los/as estudiantes de las carreras de Profesorado en Ciencias de la Educacion: estudio de un caso”. Se analizaron los relatos narrativos de dos cohortes completas de estudiantes de la carrera de Profesorado en Ciencias de la Educacion construidos durante su experiencia de Residencia en la cual asumen la ensenanza de una unidad curricular de la Educacion Superior durante tres meses. A partir de dicho analisis, se construyeron categorias teoricas referidas al proceso cognitivo implicado en el “pensar la clase” develando las distintas maneras en que cada uno de los/as estudiantes comenzaban a darle forma didactica a la clase a dar. Con los resultados de esta investigacion, se amplio el universo de estudio y se indagaron desde dichas categorias a docentes noveles en la Educacion Superior con no mas de tras de anos de experiencia en la docencia. Este articulo presenta las categorias intervinientes en el “pensar la clase” sistematizadas a partir de las progresiones del sentido y del formato, que, con caracter propositivo, se presentan como herramientas ordenadoras de una reflexion sobre la clase a dar. Con las licencias del caso, se han realizado algunas adecuaciones de lenguaje y estilo de escritura a los efectos de hacerlo mas amigable a la lectura para investigadores/as, docentes y estudiantes de carreras de Profesorado. EnglishThe present article has its origin in the investigation “The supervised professional practices (PPS) of the / as students of the careers of Teaching in Sciences of the Education: study of a caseâ€. The narrative accounts of two complete cohorts of students of the Teaching Profession in Educational Sciences constructed during their residency experience in which they assume the teaching of a curricular unit of Higher Education for three months were analyzed. From this analysis, theoretical categories were built referring to the cognitive process involved in thinking the class, revealing the different ways in which each of the students began to give didactic form to the to be given. With the results of this research, the universe of study was expanded and new teachers in Higher Education with no more than years of experience in teaching were investigated from these categories. This article presents the categories involved in thinking the class systematized from the progressions of meaning and format, which, as a proposition, are presented as ordering tools for a reflection on the to give. With the case licenses, some adjustments have been made to the language and writing style in order to make it more reading-friendly for researchers, teachers and students of professorships.