Publicaciones más relevantes

Monereo, C., & Liesa, E. (2020). Early career researchers’ identity positions based on research experiences. Higher Education Research & Development, 1–18. doi:10.1080/07294360.2020.1835834

Badia, A., & Liesa, E. (2020). Experienced teachers’ identity based on their I-positions: an analysis in the catalan context. European Journal of Teacher Education, 1–16. doi:10.1080/02619768.2020.1795122

Castelló, M., McAlpine, L., Sala-Bubaré, A., Inouye, K., & Skakni, I. (2020). What perspectives underlie “researcher identity”? A review of two decades of empirical studies. Higher Education. doi:10.1007/s10734-020-00557-8 

Duran, D., Flores, M., Ribas, T., & Ribosa, J. (2020). Student teachers’ perceptions and evidence of peer learning through co-teaching: improving attitudes and willingness towards co-teaching. European Journal of Psychology of Education, 36(2), 495–510. doi:10.1007/s10212-020-00479-0 

Giralt-Romeu, M., Liesa, E. & Castelló M. (2021). Teacher identity as inquirer: voices of teacher educators, European Journal of Teacher Education. doi: 10.1080/02619768.2021.2015319

Rangel-Rodríguez, G.A., Badia, M., & Blanch, S. (2021). The Early Development of Emotional Competence Profile: A Means to Share Information About Emotional Status and Expression by Children With Complex Communication Needs. American Journal of Speech-Language Pathology, 30 (2), 551-565. doi: 1558-9110

Duran, D., Corcelles, M., Flores, M., & Miquel, E. (2019). Changes in attitudes and willingness to use co-teaching through pre-service teacher training experiences. Professional Development in Education, 1–10. doi:10.1080/19415257.2019.1634631

Badia, A., Liesa, E., Becerril, L., & Mayoral, P. (2020). A dialogical self approach to the conceptualisation of teacher-inquirer identity. European Journal of Psychology of Education. doi:10.1007/s10212-019-00459-z 

Weise, C., Aguayo–González, M., & Castelló, M. (2020). Significant events and the role of emotion along doctoral researcher personal trajectories. Educational Research, 1–20. doi:10.1080/00131881.2020.1794924

McAlpine, L., Castello, M., & Pyhaltö, K. (2020). What influences PhD graduate trajectories during the degree: a research-based policy agenda. Higher Education, 80(6), 1011–1043. https://doi.org/10.1007/s10734-019-00448-7

Corcelles, M., Cano, M., Liesa, E., González-Ocampo, G., & Castelló, M. (2019). Positive and negative experiences related to doctoral study conditions. Higher Education Research & Development, 1–18. doi:10.1080/07294360.2019.1602596

García Romero, D., & Lalueza, J. L. (2019). Procesos de Aprendizaje en Aprendizaje-Servicio Universitario: Una Revisión Teórica. Educación XX1, 22(2). https://doi.org/10.5944/educxx1.22716

Mas, J. M., Dunst, C. J., Balcells-Balcells, A., Garcia-Ventura, S., Giné, C., & Cañadas, M. (2019). Family-centered practices and the parental well-being of young children with disabilities and developmental delay. Research in Developmental Disabilities, 94, 103495. doi:10.1016/j.ridd.2019.103495 

Sala-Bubaré, A., & Castelló, M. (2017). Writing regulation processes in higher education: a review of two decades of empirical research. Reading and Writing, 31(4), 757–777. doi:10.1007/s11145-017-9808-3 

Alvarez, I. M., Weise, C., Vall, B., González, M., & Morodo, A. (2017). How do primary education trainee teachers perceive educational psychology? Teachers and Teaching, 24(1), 81–94. doi:10.1080/13540602.2017.1379388

 

Desarollo de la identidad investigadora


El convencimiento de que hace falta un nuevo perfil investigador capaz de desarrollar su trayectoria profesional con y por la sociedad orienta los estudios del equipo en este eje estratégico. Así mismo, el desarrollo de competencias científicas, transversales y de emprendimiento en diferentes contextos son objetivos que guían las actividades de investigación, diseminación y transferencia de las líneas de investigación que trabajan en este eje estratégico.​

Aguayo, M. & Weise, C. (2021). Career transition and identity development of nursing academic: A qualitative study. Journal of Constructivist Psychology, pp.1-19. doi:10.1080/10720537.2021.1936711.

Castelló, M., McAlpine, L., Sala-Bubaré, A., Inouye, K., & Skakni, I. (2021). What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education, pp. 567-590. doi: https://doi.org/10.1007/s10734-020-00557-8.

Castelló, M., Sala-Bubaré, A., & Pardo, M. (2021). Post-PhD researchers’ trajectories and networking: The mediating role of writing conceptions. Written Communication, 38, pp. 479-511. doi: https://doi.org/10.1177%2F07410883211027949. 

Lokhtina, I., Löfström, E., Cornér, S., & Castelló, M. (2020). In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity. Innovations in Education and Teaching International, pp. 1-11. doi: https://doi.org/10.1080/14703297.2020.1799839.

McAlpine, L., Castelló, M., & Pyhaltö, K. (2020). What influences PhD graduate trajectories during the degree: a research-based policy agenda. Higher Education, 80(6), pp. 1011-1043. doi: https://doi.org/10.1007/s10734-019-00448-7. 

Freund, D., Cerdán, M., Hernández- Maskivker, G., Guix, M., Iñesta, A. & Castelló, M. (2019). Enhancing the hospitality customer experience of families with children on the autism spectrum disorder. International Journal of Tourism Research, 303. doi: https://doi.org/10.1002/jtr.2284.

Skakni, I., Calatrava Moreno, M., Corcelles, M., & McAlpine, L. (2019). Hanging tough: Post-PhD researchers dealing with career uncertainty. Higher Education Research and Development, 38(7), pp. 1489-1503. doi: https://doi.org/10.1080/07294360.2019.1657806. 

González-Ocampo, G., & Castelló, M. (2019). How do doctoral students experience supervision? Studies in Continuing Education, pp. 1-15. doi: https://doi.org/10.1080/0158037X.2018.1520208.

Corcelles, M.; Cano, M.; Liesa, E.; Gonzalez-Ocampo, G. & Castelló, M. (2019). Positive and negative experiences related to doctorate studies conditions. Higher Education Research & Development, 38(5), pp. 922-939. doi: https://doi.org/10.1080/07294360.2019.1602596.

 

González-Ocampo, G., & Castelló, M. (2018). Writing in doctoral programs: examining supervisors’ perspectives. Higher Education, 76(3), pp. 387-401. doi: https://doi.org/10.1007/s10734-017-0214-1.

Sala-Bubaré, A., & Castelló, M. (2018). Writing regulation processes in higher education: a review of two decades of empirical research. Reading and Writing, 31, pp. 757-777. doi: https://doi.org/10.1007/s11145-017-9808-3.

Gallego, L., Castelló, M., & Badia, A. (2017). Faculty identity through spheres of teaching and research activity and associated genres. Higher Education Research & Development, 36(5), pp. 962-974. doi: doi.org/10.1080/07294360.2016.1263828.  

Corcelles, M.; Cano, M.; Castelló, M. & Mayoral, M. (2017). Enseñar a escribir un artículo científico mediante la revisión colaborativa: percepciones de los estudiantes. Revista Signos, 50 (95), pp. 337-360. doi: http://dx.doi.org/10.4067/S0718-09342017000300337.

 

Castelló, M., McAlpine, L. & Pyhältö, K. (2017). Spanish and UK post-PhD researchers: Writing perceptions, well-being and productivity. Journal of Higher Education Research & Development, pp. 1-15. doi: http://dx.doi.org/10.1080/07294360.2017.1296412.

Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñe-Soler, N. (2017). Why do students consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74, pp. 1055-1068. doi: https://doi.org/10.1007/s10734-016-0106-9. 

McAlpine, L., Pyhältö, K. & Castelló, M. (2017). Building a more robust conception of early career researcher experience: What might we be overlooking? Studies in continuing education, pp.1-17. doi: http://dx.doi.org/10.1080/0158037X.2017.1408582. 

 

Desarrollo de la identidad profesional educativa

La consideración de que se necesita un cambio en el perfil identitario de los profesionales de la educación para encarar los retos de la agenda 2030 es común a todos los trabajos que se agrupan bajo este eje estratégico. También lo es la constatación a nivel empírico y teórico de que los procesos de indagación permiten desdibujar las fronteras entre investigación e innovación educativa, un aspecto especialmente relevante, necesario e innovador en el contexto de investigación internacional sobre el tema. 

Martin, S., Álvarez, I.M., & Espasa, A. (2022). Video feedback and Foreign Language Anxiety in online pronunciation tasks. International Journal of Educational Technology in Higher Education, 19. doi: https://doi.org/10.1186/s41239-022-00324-y
 

Badia, A., Segués, T., & Soler-Campo, S. (2021). Building teachers’ voices on teaching in a research-informed teaching course. Journal of Education for Teaching, pp. 1-13. doi: 10.1080/02607476.2021.1992252
 

Weise, C., Alvarez, I.M. & Sarapura, N. (2021). Designing a deep intercultural curriculum in higher education: co-constructing knowledge with Indigenous women. AlterNative: An International Journal of Indigenous Peoples. doi:https://doi.org/10.1177/11771801211019027    
 

Walker, D., Lalueza, J.L., Marín-Suazo, C., & VanBeek, E. (2021). Developing the Imagination Within Funds of Identity: Insights from Translocal Youth Radio. Mind, Culture and Activity, 28(2), pp. 180-194. doi: https://doi.org/10.1080/10749039.2020.1863428
 

Giralt-Romeu, M., Liesa, E., y Castelló, M. (2021). Teacher identity as inquirer: Voices of Teacher Educators. European Journal of Teacher Education. doi: 10.1080/02619768.2021.2015319


Badia, A., & Clarke, A. (2021). The practicum-mentor identity in the teacher education context. Teaching Education, 1-17. doi:  10.1080/10476210.2021.1920910


Monereo, C.; Liesa, E. (2020). Early career researchers’ identity positions based on research experiences. Higher Education Research & Development. doi: 10.1080/07294360.2020.1835834


Badia, A.; Liesa, E. (2020). Experienced teachers’ identity based on their I-positions: an analysis in the catalan context. European Journal of Teacher Education, doi: 10.1080/02619768.2020.1795122  


Garcia, C., & Badia, A (2020). Posting messages and acquiring knowledge in collaborative online tasks. Technology, Pedagogy and Education, 29(3), pp. 377-388. doi: 10.1080/1475939X.2020.1778076


Badia, A., Liesa, E., Becerril, L., y Mayoral, P. (2020). A dialogical self approach to the conceptualisation of teacher-inquirer identity.   European Journal of Psychology of Education, 35(4), pp. 865-879. doi: https://doi.org/10.1007/s10212-019-00459-z
 

Badia, A., & Iglesias, S. (2019). The science teacher identity and the use of technology in the classroom. Journal of Science Education and Technology, 28(5), pp. 532-541. doi: 10.1007/s10956-019-09784-w

 

Badia, A., Garcia, C., & Meneses, J. (2017). Approaches to teaching online: Exploring factors influencing teachers in a fully online university. British Journal of Educational Technology, 48(6), pp. 1193-1207. doi: https://doi.org/10.1111/bjet.12475
 

Villalobos, C., Álvarez, I. M. & Vaquera, E. (2017). Amistades co-étnicas e inter-étnicas en la adolescencia: diferencias en calidad, conflicto y resolución de problemas. Educación XX1, 20, 1, pp. 99-120. 2174-5374
 

Garcia, C., & Badia, A. (2017). Information problem‐solving skills in small virtual groups and learning outcomes. Journal of Computer Assisted Learning, 33(4), pp. 382-392. doi: https://doi.org/10.1111/jcal.12187

 

Desarrollo e intervención en contextos de diversidad, inclusión y cooperación

La creación de comunidades de prácticas, el aprendizaje para todos en contextos de diversidad y la educación intercultural son principios orientadores de las líneas de investigación y los proyectos que se desarrollan en este eje dentro del equipo SINTE.  Consistentes con estos principios, los proyectos tanto de investigación como de transferencia, y las actividades formativas del equipo en este eje se basan en el apoderamiento de los aprendices y docentes en diferentes contextos y comunidades, señaladas por los organismos internacionales (como en el último informe TALIS) como mecanismos de desarrollo profesional poco empleados y sobre todo escasamente investigados.

Mas, J. M., Dunst, C. J.  Hamby, D. W., Balcells-Balcells, A., Garcia-Ventura, S. Baqués N. & Gine, C. (2022). Relationships between family-centred practices and parent involvement in early childhood intervention. European Journal of Special Needs Education,  37(1), pp. 1-13. doi: 0885-6257/doi.org//10.1080/08856257.2020.1823165


Zhang-Yu, C., García-Díaz, S., García-Romero, D., & Lalueza, J.L. (2021). Funds of identity and self-exploration through artistic creation: addressing the voices of youth. Mind, Culture, and Activity,  28(2), pp. 138-152. 

doi: https://doi.org/10.1080/10749039.2020.1760300   


Rangel-Rodríguez, G.A., Badia, M., & Blanch, S. (2021). The Early Development of Emotional Competence Profile: A Means to Share Information About Emotional Status and Expression by Children With Complex Communication Needs. American Journal of Speech-Language Pathology, 30 (2), pp. 551-565. doi: /https://doi-org.are.uab.cat/10.1044/2020_AJSLP-20-00209        
 

Lupon, A., Rodríguez-Lozano, P., Bartrons, M., Anadon-Rosell, A., Batalla, M., Bernal, S., Bravo, A. G., Capdevila, P., Cañedo-

Argüelles, M., Catalán, N., Genua-Olmedo, A., Gutiérrez-Cánovas, A., Feio, M. J., Lucati, F., Onandia, G., Poblador, S., Rotchés-Ribalta, R., Sala-Bubaré, A., Sánchez-Montoya, M., Sebastián, M., Zufiaurre, A., & Pastor, A. (2021) Towards women-inclusive ecology: Representation, behavior, and perception of women at an international conference. PLoS ONE, 16, e0260163. 

doi: https://doi.org/10.1371/journal.pone.0260163


Alvarez. I.M., Moron, M. & Román, P. (2021). Linking curriculum content to students’ cultural heritage in order to promote inclusion: an analysis of a learning-through-the arts project. International Journal of Inclusive Education. Published online: 17 Mar 2021. doi: https://doi.org/10.1080/13603116.2021.1900425    
 

Duran, D., Flores, M., Ribas, T., & Ribosa, J. (2021). Student teachers’ perceptions and evidence of peer learning through co-teaching: improving attitudes and willingness towards co-teaching. European Journal of Psychology of Education, 36(2), 495-510.    doi: doi.org/10.1007/s10212-020-00479-0


Duran, D., Corcelles, M., Flores, M. & Miquel, E. (2020). Changes in attitudes and willingness to use co-teaching through pre-service teacher training experiences. Professional Development in Education, 46, 5, pp. 770-779. ISSN: 1941-5257 doi: 10.1080/19415257.2019.1634631


Lalueza, J.L., Sánchez-Busqués, S., & García-Romero, D (2020). Following the trail of the 5th Dimension: University-community partnership to design educational environments. Mind, Culture & Activity, 27(2), 132-139.

doi: https://doi.org/10.1080/10749039.2019.1611859


García-Ventura, S., Mas, J. M., Balcells‐Balcells, A., & Giné, C. (2020). Family‐centred early intervention: Comparing practitioners' actual and desired practices. Child: Care, Health and Development, 47(2), pp. 218-227. doi: doi.org/10.1111/cch.12834


García-Romero, D. & Lalueza, J.L. (2019) Procesos de aprendizaje e identidad en aprendizaje servicio universitario: una revisión teórica. Educación XX1, 22(2), pp. 45-68. doi: https://doi.org/10.5944/educxx1.22716


Álvarez, I. M., Lafuente, M. (2019). Improving preservice teachers' scientific argumentative writing through epistemic practices. A learning progression approach. Journal of Education for Teaching, 45, 2, pp. 169-185. 0742-051X
 

Duran, D.; Ribosa, J. & Sanchez, G. (2019). Peer tutoring for improvement in rhythm reading fluency and comprehension. International Journal of Music Education, 38(2), pp. 299–312. doi: 0255-7614/ 0.1177/0255761419898313
 

Duran, D., Flores, M., Oller, M. i Ramírez, M. (2019). Reading in Pairs, description and results of a peer tutoring program for English as a Foreign Language. Innovation in Language Learning and Teaching, 13:4, pp. 303-317. doi: 10.1080/17501229.2018.1462370

 
Álvarez, I. M., Weise, C., Vall, B., González, M. & Morodo, A. (2018). How do Primary Education trainee teachers perceive Educational Psychology? Teachers and Teaching. Theory and Practice, 24 (1), pp. 81-94. 1360-3116


Arancibia M., Badia A., Soto C. P., & Sigerson, A. L. (2018). The impact of secondary history teachers’ teaching conceptions on the classroom use of computers. Technology, Pedagogy, and Education, 27(1), 101-114. doi: 10.1080/1475939X.2017.1412342


Álvarez, I. M., & González Montoto, I. (2018). Teachers' Intercultural Competence: A requirement or an option in a culturally diverse classroom? International Journal of Inclusive Education, 22 (5), pp. 510 - 526. 1360-3116


Mas, J.M., Cañadas, M., Balcells-Balcells, A., Giné, C., Serrano, A.M. & Dunst, C. (2018). Psychometric properties of the Spanish version of the Family-centered practices scale for use with families of young children receiving early childhood intervention. Journal of Applied Research in Intellectual Disabilities, 31(5), pp. 851-861. 1468-3148// doi.org/10.1111/jar.12442


Miquel, E. & Duran, D (2017). Peer Learning Network: implementing and sustaining cooperative learning by teacher collaboration. Journal of Education for Teaching, 43(3), 349–360.     


Mumbardo-Adam, C., Guàrdia-Olmos, J., Adam-Alcocer, A.L., Carbó-Carreté, M., Balcells-Balcells, A., Giné, C. & Shogren, K.A. (2017). Self-Determination, intellectual disability, and context: A meta-analytic study. Intellectual and Developmental Disabilities, 55, 303-314. 1934-9491//10.1352/1934-9556-55.5.303