Lawrence Stenhouse (1926–1982) is a key figure in curriculum theory and has provided a distinctive perspective on teacher education and educational research, advocating for the idea of the teacher as a reflective researcher of their own practice. His extensive career, developed within the British education system, has been widely documented through his work as a co-founder of the Centre for Applied Research in Education (CARE) and as president of the British Educational Research Association (BERA). Stenhouse’s model placed at its core the idea that the curriculum should enable students to explore and question knowledge, rather than passively absorb it, through systematic inquiry and reflection on the part of teachers (Pountney et al., 2024).

Although no systematic reviews have been conducted, there is evidence that Stenhouse’s ideas have been examined in Spain as a mechanism to bridge the gap between theory and practice in education. However, since the Spanish democratic transition, the education system has suffered from the separation between educational research and classroom practice. Given the numerous Spanish educational reforms, it is essential to continue reviewing the system from both theoretical and political perspectives (Jover & González-Delgado, 2023), as teacher training policies have often been only partially implemented. Despite the familiarity with Stenhouse’s ideas in Spain, his influence appears to have been largely overlooked in the local educational context.

This study, using the PRISMA methodology, seeks to analyze the influence and reception of Stenhouse’s pedagogical ideas in Spain through a systematic review of existing academic literature. To this end, a search was conducted in academic databases (Scopus, Web of Science, ERIC, and Dialnet) using key terms such as “Lawrence Stenhouse”, “teacher training”, “curriculum”, “educational action research”, and “Spain”. Following the PRISMA protocol, inclusion and exclusion criteria were established to select relevant studies, prioritizing those published from 1990 (the period when Stenhouse’s ideas began to gain influence in Spain) to the present (2025) in peer-reviewed, indexed journals.

The results indicate that Stenhouse’s ideas have influenced multiple aspects of Spanish education, particularly in curriculum development, evidence-based teaching practices, and teacher research models focused on reflective inquiry through action research. However, his influence appears to have been limited to certain legislative aspects and curricular proposals, while significant challenges remain in the practical adoption of his ideas. These challenges include the rigidity of teacher training programs, resistance to methodological change, and the lack of incentives for educational research among teachers.

This study contributes to a deeper understanding of how Stenhouse’s theoretical approaches have shaped the Spanish education system and offers recommendations for strengthening their application in this context. This work shows the importance of the need for further research Stenhouse’s work in other educational contexts, seeking to recover and adapt his ideas to address current challenges such as bridging the gap between theory and practice and developing effective research strategies for teacher professional development, especially in initial teacher training, while ensuring a broader European and international perspective that enhances the relevance and applicability of his contributions in diverse educational settings.

This study follows the PRISMA protocol guidelines for conducting systematic academic reviews. The process began with the definition of the research problem and the formulation of the research question using the PICO strategy: "How has Lawrence Stenhouse’s work influenced curriculum development and initial teacher training in Spain, according to existing academic literature?" Once the research question was established, a search strategy was developed for academic databases (Scopus, Web of Science, ERIC, Dialnet), using the following key terms: “Lawrence Stenhouse”; “Teacher Education” “Spain” “Action research” “Curriculum” “Higher Education” “Teacher professional development”. Subsequently, following the PRISMA protocol, inclusion criteria were established regarding time (1990–2024) and language (Spanish and English) to select studies addressing Stenhouse’s influence on teacher training in Spain. Additionally, exclusion criteria were applied to eliminate studies that did not meet the inclusion standards or lacked academic legitimacy. Finally, after selecting, organizing, and extracting data from the selected articles, an analysis was conducted to evaluate the relevance and influence of Stenhouse’s theories. The data was categorized into different thematic areas, facilitating a comprehensive understanding of the research problem.

Following this systematic literature review, the study confirms that Stenhouse’s pedagogical ideas have significantly influenced Spanish education, particularly in curriculum development and educational research. More specifically, clear evidence of his theoretical contributions has been identified in the conceptualization and evolution of the curriculum, as well as in the presence of reflective and active methodologies in initial teacher training. However, the implementation of Stenhouse’s ideas has faced several obstacles, primarily the rigidity of academic programs and the limited emphasis on research training during initial teacher education. These challenges are largely due to the partial application of educational policies rather than a complete embrace of Stenhouse’s pedagogical principles. This study highlights the persistent gap between educational theory and practice, as well as the limited dialogue between educators and educational researchers. Further research is needed to revisit Stenhouse’s ideas, particularly those that—despite reaching Spain—were never fully realized due to continuous political changes in education and the rigidity of educational structures. Future research should also examine Stenhouse’s work in other educational contexts, seeking to recover and adapt his ideas to address current challenges such as bridging the gap between theory and practice and developing effective research strategies for teacher professional development, especially in initial teacher training.

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