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Analysis of institutional authors

Herran Gascon, Agustin De LaAuthor

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August 11, 2024
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SUBJECT MATTER KNOWLEDGE IN PRIMARY EDUCATION TEACHER TRAINING

Publicated to:Bordón. Revista De Pedagogía. 76 (1): 157-177 - 2024-01-01 76(1), DOI: 10.13042/Bordon.2024.99062

Authors: Moral Santaella, Cristina; De la Herrán Gascon, Agustín

Affiliations

Univ Autonoma Madrid UAM, Dept Pedag, Madrid, Spain - Author
Univ Granada, Org Escolar, Fac Educ, Granada, Spain - Author
Univ Granada, Univ Dept Didact, Granada, Spain - Author

Abstract

INTRODUCTION. The article questions a basic problem of didactics: the relevance of subject matter knowledge as a quality requirement in teacher training. Subject matter knowledge is assumed to be necessary to facilitate student learning and education. Specifically, it is under-stood as a requirement for teachers to be able to carry out didactic designs and developments that facilitate meaningful learning experiences and strengthen the conceptual structure of students. The objective of the research is to know if future Primary Education teachers and preservice Primary Education teachers have an adequate knowledge of subject matter knowl-edge. METHOD. To answer the objective, the type and organization of their knowledge is ex-amined through concept maps, evaluating the productions with validated structural and se-mantic rubrics. RESULTS. The results show that, in general, teachers have a very poor organization of subject matter knowledge, with a weak didactic potential. DISCUSSION. Likewise, the data indicate that there are insignificant differences between the concept maps of teachers in training and those made by practicing teachers, which reflects a similar and cyclical knowledge structure. The conclusions point to the low and limited impact of teacher education programs on pre-service teachers' acquisition of subject matter knowledge, even though it is understood as a general didactic requirement for teacher education and, for the development of quality teaching.

Keywords

EducaciónGrupo cKnowledge base for teachingPedagogical content knowledgPedagogical content knowledgePsicología y educaciónTeacher educationTeacher effectiveness

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Bordón. Revista De Pedagogía due to its progression and the good impact it has achieved in recent years, according to the agency Dialnet (Dialnet Métricas). In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, thus managing to position itself as a Q1 (Primer Cuartil).

Notably, the journal is positioned in the Quartile Q3 for the agency WoS (JCR), in the category Education & Educational Research, in the Quartile Q3 for the agency Scopus (SJR), in the category Education, classified as B in other national agencies such as CIRC, classified as C by the agency AGUAR.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2025-08-02:

  • Dialnet Métricas: 1
  • Scopus: 1

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-08-02:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 17.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 9 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 1.
  • The number of mentions on the social network X (formerly Twitter): 2 (Altmetric).

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.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://repositorio.uam.es/handle/10486/719316

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 (HERRAN GASCON, AGUSTIN DE LA).