Purpose

This article focuses on the study of the shaping of pedagogy as a discipline in Spain prior to the Civil War. Its aim is to identify those elements that helped pedagogy become constituted as a distinct field of knowledge that could offer rigorous insight into the world of education.

Design/methodology/approach

The article uses the framework proposed by Rita Hofstetter and Bernard Schneuwly for the shaping of a disciplinary field. Finally, it briefly examines the process of professionalization, using the approach advocated by the sociologist Elliott Freidson.

Findings

The analysis carried out concludes that at the outbreak of the Civil War in 1936 the process of professionalization and consolidation of pedagogy as a discipline had been completed in Spain.

Originality/value

The article presents the originality of reinterpreting the elements offered by Spanish history of education in the light of an international theoretical framework. This allows a new understanding of the process of constitution of pedagogy as a disciplinary field while offering the international public a case study according to international standards.

中文翻译：

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内战前西班牙教育学学科专业领域的构成

目的

本文重点研究内战前西班牙教育学作为一门学科的形成。其目的是确定那些有助于教育学成为一个独特的知识领域的元素，可以为教育世界提供严谨的洞察力。

设计/方法/方法

文章使用 Rita Hofstetter 和 Bernard Schneuwly 提出的框架来塑造一个学科领域。最后，它使用社会学家 Elliott Freidson 所倡导的方法，简要考察了专业化的过程。

发现

所进行的分析得出的结论是，在 1936 年内战爆发时，教育学作为一门学科的专业化和巩固过程已经在西班牙完成。

原创性/价值

本文提出了根据国际理论框架重新解释西班牙教育史提供的要素的独创性。这使人们对作为一个学科领域的教育学的构成过程有了新的理解，同时为国际公众提供了一个符合国际标准的案例研究。