Introduction. The incorporation of the Spanish University into the European Education Area has led to the acceleration of an educational model that promotes new pedagogical frameworks. The teaching guide (TG) is a discursive genre where this phenomenon can be observed. Thus, the aim of this study is to analyze the TG of the Faculties of Educational Sciences in Spain in the academic year 2022-2023, emphasizing the methodological structure. Method. A quantitative design with descriptive scope was used based on the analysis of the 1066 TG. All this, through the identification of key words and semantic phrases derived from the consolidation of the analysis categories. Results. The results reflect a preponderance of theoretical-practical classroom organizational models as opposed to exclusively theoretical ones. A multiplicity of approaches and methodologies of active character are rescued in spite of the fact that didactic techniques do not seem to entail a continuum of the previous ones. In addition, there is a preponderance of printed and audiovisual resources as opposed to digital or manipulative ones. Similarly, the more conventional activities of reading, writing and oral presentations seem to be present. Regarding the variable academic degrees, it can be observed that those of Pre-school and Primary School degrees have similar results, showing differentiated tendencies to Social Education and Pedagogy degrees. With regard to the variable autonomous community, Andalusia, the Valencian Community and Castile and Leon have a great diversification of didactic dispositions, in contrast to Aragon, La Rioja, Extremadura and Asturias. Discussion. The research shows that the TGs do not indicate a continuum that allows establishing cohesion between approaches, methods, as well as techniques, resources and activities that are deployed. Moreover, in some cases there is a taxonomic distortion between categories such as approaches, methodologies and techniques.