Analysis of the methodological structure of the teaching guides of the Faculties of Education Sciences in Spain

Abstract

Introduction. The incorporation of the Spanish University to the European Education Space meant the acceleration of an educational model promoting new pedagogical frameworks. In this regard, the teaching guide is a discursive genre of the first order in specifying the curricular design of the teaching practice. Within this framework, the aim of this study is to analyze the teaching guides of the Faculties of Educational Sciences in Spain for the 2022-2023 academic year, with emphasis on methodological approaches, methodologies, didactic techniques, resources and activities. Method.  A quantitative design with descriptive scope was used based on the analysis of the 1066 teaching guides. All this, through the identification of key words and semantic phrases derived from the consolidation of the analysis categories. Results. As main results, 54.6% of the DGs analyzed indicate that they develop theoretical-practical organizational models; 34.5% exclusively theoretical; 2.06% a practical model, while 10.7% do not specify it. The most indicated resources are printed and audiovisual, while there is a low representation of digital and manipulative resources. Conventional activities such as reading, writing and presentations continue to be used. Regarding the variable type of studies, it can be observed that the results are similar for the Infant and Primary grades. With regard to the variable autonomous community, Andalusia, Valencia and Castile and Leon have a great diversification of didactic dispositions, in contrast to Aragon, La Rioja, Extremadura and Asturias. Discussion. The research presented here shows that the DGs do not indicate a continuum that allows establishing a cohesion between the approaches, methods, techniques, resources and activities that are deployed. Moreover, in some cases there is a taxonomic distortion between categories such as approaches, methodologies and techniques.