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Every time a new political party has taken office in Spain in recent decades, it has fully or partially repealed the education law enacted by the previous government and, almost simultane­ously, there has been renewed talk of an educa­tional pact. However, unlike legislation, the pact never materialises, leading to disagreements within the political class and great frustration among members of the educational community. Among the difficulties that prevent a pact from being reached, ideological and political reasons have been cited and the model

E-learning is a special rhetorical environment that requires teachers to use communicational skills and strategies that take advantage of its possibilities and compensate for the limitations of the virtual classroom in the interest of educational effectiveness and their ability to persuade. This study is the result of a review of literature that focusses on the characteristics of teachers’ discourse and its distinctive features in online teaching environments, as well as reflection and analysis drawing on the author’s experience of systematic

This work takes Levinasian ethics and anthropology as sources to inspire a new pedagogical discourse and educational prax­is in the field of moral education. In this paradigm, the human being is a historical, situational being that is open to the other from its vulnerability. Accordingly, moral education becomes a compassionate, wel­coming response to the other in its situation of special need. The authors highlight the close link between education and a particu­lar conception of the human being and how it relates to others. To ask about education

The most commonly used meaning of the word culture relates to objects: the produc­tion-creation of cultural objects, knowledge, and institutions. The invention of the term in­volved a metaphorical transfer, which did not consider processes linked with child rearing; agents involved, especially women and teach­ers of basic skills, were forgotten. We argue that teaching of knowledge, skills and valua­tions are fundamental in the development of the human mind and come together in the concept of teaching or education. Women and teachers played a

The aim of this article is, given the scarcity of studies in the field of education, to es­tablish a model of the concepts underlying the methodological dimension of the con­struction of historical knowledge. To do so, we start by defining the operations of the historical method, which make up the empirical variables. We then consider the contributions from didactics to define the constructs. The initial model comprises two dimensions: structuring operations, which are defined as the operations essential for proceeding in accordance with the historical

This research presents the results of a study that involved the construction and validation of a measuring instrument to evaluate the algebra, trigonometry, and geometry skills that universi­ty students possess when starting an engineer­ing degree and which are critical for students to perform properly in calculus courses. The instrument was designed by faculty members from the field of mathematics, all of whom hold at least a master’s degree and have taught cal­culus in the past. The study comprised of 40 items and its quality analysis was

In 1999 and 2011, the revista española de pedagogía published two similar studies reviewing the Spanish production in the field of education indexed in the Social Sciences Education Index (SSCI) database. The first study covered the period 1988-1997 and the second 1998-2009. Once enough time had passed, a quasi-replica study of the previous ones was undertaken for the period 2010-2020. Objectives: To carry out a scientometric review of Spanish production in educational research indexed in the SSCI database of the Web of Science (WoS) in the period

In today’s information society, digital competence is an essential tool in teaching and learning processes. The aim of this comparative study was to identify differences in initial and in-service ICT (Information and Communication Technology) training and in the use of these tools in the classroom between teachers in Spain and in France. Data from the OECD’s Teaching and Learning International Survey - TALIS 2018, which collects information on different aspects of teacher training, were used for the analysis. After merging the databases, a final