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This work has a double objective: on one hand, to analyze the presence of the different dimensions of professional teaching knowledge in the performance of the profession and, on the other hand, to value the importance that future education professionals attach to the need to adequately present such knowledge. A quantitative methodology has been followed, using the questionnaire as an instrument for collecting information. The sample consisted of 89 fourth-year students of a Pedagogy degree at the University of Granada. The results indicate a deficit panorama for the professional performance of the teacher in the classroom as a model of reference in the training of future trainers. In this sense, the author observed that students in all dimensions grant greater importance to knowledge in an inverse proportion to the level of presence they have experienced throughout the course of their university career.

Conocimiento profesional del docente en educación superior: una confrontación entre lo real y lo deseado