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Analysis of institutional authors

Fontaneda Amo, CarmenAuthor

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La educación y el conocimiento pedagógico. El sentido y el objeto de la Teoría de la Educación como campo de conocimiento

Publicated to:Márgenes: Revista de Educación de la Universidad de Málaga. 6 (1): 46-69 - 2025-01-01 6(1), DOI: 10.24310/mar.6.1.2025.20965

Authors: Thoilliez Ruano, Bianca; Fontaneda Amo, Carmen

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Abstract

This article examines the meaning and purpose of Educational Theory as a field of knowledge, analyzing its role in the university education of education professionals in Spain. Through a systematic review of university curricula of the academic year 2024-2025 and their evolution, it highlights the trend of marginalizing theoretical subjects. Specifically, all the subjects considered related to the Educational Theory included in the BA degrees of Social Education, Early Childhood Education Teaching, Primary Education Teaching, and Pedagogy in Spanish universities during the 2024-2025 academic year have been selected and categorized. Subsequently, a more detailed study was conducted on the content of the course syllabi for subjects titled “Educational Theory” within the BA degree on Pedagogy offered by these universities: specific competencies, thematic content, and bibliographic recommendations. The situation reflected by the results, and argued in the article, undermines the quality of the university model and the ability of future educators to act with independent pedagogical judgment. Finally, the article advocates for a renewed appreciation of Educational Theory.

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Impact and social visibility

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Additionally, the work has been submitted to a journal classified as Diamond in relation to this type of editorial policy.

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: Last Author (FONTANEDA AMO, CARMEN).