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In this paper we present a historical study of the culturalist contributions of Wilhelm Flitner specific processes for the epistemologization of contemporary pedagogy. From a literature review of the author, content analysis and comparison with literature on the subject, we conclude that Flitner proposed rework the epistemological body of pedagogy, following the neo-Kantian, own rationalist tradition of the first half of the century XX. Education is a spiritual activity and pedagogy is a pragmatic human science, whose object is the hermeneutic understanding of education in its historical and cultural context. Flitner ended up confusing the fields of Theory of Education with the Philosophy of Education. Both fields, but equally legitimate, are different. The Philosophy of Education should not replace theoretical studies on education, which correspond to the Theory of Education. [ABSTRACT FROM AUTHOR]

Multiple terms are used to refer to «Teachers' Thinking». This paper revise the theoretical models of these topics, their evolution (since the moment in which arises like thematic of investigation to the present time), the most prominent contributions of the different authors (Anglo-saxon and Latin American ones) and the differences and similarities among them. Likewise, we analyzed the most prominent empirical finds and their advantages and limitations. On the other hand, we revise 192 empirical works in order to detect the most used topics. We intend to clarify the epistemological and conceptual view of this confused environment of investigation. [ABSTRACT FROM AUTHOR]