Desenvolupament de la identitat investigadora
El convenciment de que cal un nou perfil investigador capaç de desenvolupar la seva trajectòria professional amb i per la societat orienta els estudis de l’equip en aquest eix estratègic. Així mateix, el desenvolupament de competències científiques, transversals i d’emprenedoria en diferents contextos són objectius que guien les activitats de recerca, disseminació i transferència de les línies de recerca que treballen en aquest eix estratègic.
Castelló, M., García-Morante, M., Díaz, L., Sala-Bubaré, A. & Weise, C. (2023) Doctoral trends development in Spain: From academic to professional paths, Innovations in Education and Teaching International, 60:5, 736-747, doi: 10.1080/14703297.2023.2237958
Corcelles-Seuba, M., Suñe-Soler, N., Sala-Bubaré, A. & Castelló, M. (2023) Doctoral student perceptions of supervisory and research community support: their relationships with doctoral conditions and experiences, Journal of Further and Higher Education, 47:4, 481-491, doi: 10.1080/0309877X.2022.2142102
Sala-Bubaré, A., & Castelló, M. (2023). Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach. Journal of Second Language Writing, 61, Article 101038. https://doi.org/10.1016/j.jslw.2023.101038
Sala-Bubaré, A., Castelló, M., Corcelles, M., & Suñé-Soler, N. (2023). Researchers' strategies to cope with the covid-19 impact on their activity. Current psychology (New Brunswick, N.J.), 1–9. Advance online publication. doi: 10.1007/s12144-023-04601-5
Sala-Bubaré, A., Garcia-Morante, M., Castelló, M., & Weise, C. (2023, preprint). PhD holders’ working conditions and job satisfaction in Spain: A cross-sector comparison. PREPRINT (Version 1) available at Research Square [https://doi.org/10.21203/rs.3.rs-2566196/v1]
Lokhtina, I.A., Castelló, M., Lambrechts, A.A., Löfström, E., McGinn, M.K., Skakni, I. & van der Weijden, I. (2022), "The impact of the COVID-19 pandemic on early career researcher activity, development, career, and well-being: the state of the art", Studies in Graduate and Postdoctoral Education, Vol. 13 No. 3, pp. 245-265. doi: 10.1108/SGPE-10-2021-0076
Lokhtina, I.A., Colombo, L., Amelia, C., Löfström, E., Tammeleht, A., Sala-Bubare, A., Jazvac-Martek, M., Castelló, M. & McAlpine, L. (2022), "Refining virtual cross-national research collaboration: drivers, affordances and constraints", Journal of Work-Applied Management, Vol. 14 No. 2, pp. 302-315. doi: 10.1108/JWAM-02-2022-0010
Sala-Bubaré, A., Corcelles, M., Suñé-Soler, N., & Castelló, M. (2022). Researchers’ perceptions of COVID-19 impact on Responsible Research and Innovation (RRI)-based practices and society’s view of science in the first months of the pandemic. Tuning Journal for Higher Education, 10(1), 241-262. doi: 10.18543/tjhe.2324
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.
Desenvolupament de la identitat professional educativa
La consideració de que es necessita un canvi en el perfil identitari dels professionals de l’educació per encarar els reptes de l’agenda 2030 és comú a tots els treballs que s’agrupen sota aquest eix estratègic. També ho és la constatació a nivell empíric i teòric de que els processos d’indagació permeten desdibuixar les fronteres entre recerca i innovació educativa, un aspecte especialment rellevant, necessari i innovador en el context de recerca internacional sobre el tema.
Álvarez, I.M., Manero, B., Morodo, A., Suñé-Soler, N., & Henao, C. (2023). Realidad Virtual Inmersiva para mejorar la competencia de gestión del clima del aula en secundaria [Inmersive Virtual Reality to improve competence to manage classroom climate in secondary schools]. Educación XX1, 26(1), 249-272. doi: 10.5944/educxx1.33418
Monereo, C. (2023). Aprender de las crisis. Los incidentes críticos como metodología para educar, también, emocionalmente. Revista Internacional De Educación Emocional Y Bienestar, 3(1), 15–37. doi: 10.48102/rieeb.2023.3.1.43
Alvarez, I.M., González-Parera, M., & Manero, B. (2022) The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training. Front. Psychol. 13:818431. doi:10.3389/fpsyg.2022.818431
Badia, A. (2022) Three teacher identities in two school education systems: Catalonia and Peru, Compare: A Journal of Comparative and International Education. doi: 10.1080/03057925.2021.2022460
Badia, A. & Clarke, A. (2022) The practicum-mentor identity in the teacher education context, Teaching Education, 33:4, 355 371, doi: 10.1080/10476210.2021.1920910
Badia, A. & Liesa, E. (2022) Experienced teachers’ identity based on their I-positions: an analysis in the catalan context, European Journal of Teacher Education, 45:1, 77-92, doi: 10.1080/02619768.2020.1795122
Badia, A., Segués, T. & Soler-Campo, S. (2022) Building teachers’ voices on teaching in a research-informed teaching course, Journal of Education for Teaching, 48:3, 274-286, doi: 10.1080/02607476.2021.1992252
García Raga, L., Sala-Bars, I., Alguacil de Nicolás, M., Boqué Torremorell, M. C., (2022) School administrators' perceptions of democratic coexistence in Catalan schools: An analytical study South African Journal Of Education 42 2. doi: 10.15700/saje.v42n2a2055
Mollá, N. & Castelló, M. (2022) Characterisation of the professional identity of school principals (Caracterización de la identidad profesional de los directores de escuela), Journal for the Study of Education and Development, 45:4, 804-841, doi: 10.1080/02103702.2022.2096289
Podestá González, S. P., Álvarez Valdivia, I. M., & Morón Velasco, M. (2022). Formación docente en competencia intercultural ¿Cómo se desarrolla? Evidencias desde un prácticum orientado a fomentarla. Psicoperspectivas, 21(1), 111-123. doi: 10.5027/psicoperspectivas-vol21-issue1-fulltext-2543
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
Altamirano-Droguett, J., Nail-Kröyer, Ó., Monereo-Font, C., & Salazar-Llanos, Y.. (2021). Identidad profesional, incidentes críticos y estrategias de afrontamiento en el profesorado de matronería. Enfermería universitaria, 18(3), 271-284. Epub 01 de julio de 2023.https://doi.org/10.22201/eneo.23958421e.2021.3.1097
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
Desenvolupament i intervenció en contextos de diversitat, inclusió i cooperació
La creació de comunitats de pràctiques, l’aprenentatge per a tots en contextos de diversitat i l’educació intercultural són principis orientadors de les línies de recerca i els projectes que es desenvolupen en aquest eix dins de l’equip SINTE. Consistents amb aquests principis, els projectes tant de recerca com de transferència, i les activitats formatives de l’equip en aquest eix es basen en l’apoderament dels aprenents i docents en diferents contextos i comunitats, assenyalades pels organismes internacionals (com en el darrer informe TALIS) com mecanismes de desenvolupament professional poc emprats i sobretot escassament investigats.
Bastart Jané, C., & Flores Coll, M. (Accepted/In press). Un programa de tutoría entre iguales para la resolución de problemas matemáticos. Revista Electrónica de Investigación Educativa (REDIE) (ISBN: 1607-4041).
Corcelles Seuba, M., Duran Gisbert, D., Flores Coll, M., Miquel Bertran, E., & Ribosa Martínez, J. (2023). Percepciones docentes sobre observación entre iguales: resistencias, agencia, procedimiento y objetivos de mejora. Estudios Sobre Educacion, 44, 35-58. doi: 10.15581/004.44.002
Fernández-Barros, A., Duran, D., & Viladot, L. (2023). Peer tutoring in music education: A literature review. International Journal of Music Education, 41(1), 129-140. doi: 10.1177/02557614221087761
Ribosa, J., & Duran, D. (2023). Students' feelings of social presence when creating learning-by-teaching educational videos for a potential audience. International journal of educational research, 117, 1-10. Article 102128. Advance online publication. https://doi.org/10.1016/j.ijer.2022.102128
Alguacil, M., Sala-Bars, I., Ribalta, D., & Boqué, M. C. (2022) Discourses on racism in families with school-aged children in Catalonia, Journal of Peace Education, 19:3, 303-329, doi: 10.1080/17400201.2022.2143331
Álvarez-Valdivia, I. M. & Morón-Velasco, M. (2022). Educar por medio del arte en una escuela multicultural. magis, Revista Internacional de Investigación en Educación, 15, 1-23. doi: https://doi.org/10.11144/Javeriana.m15.eaem
Martin, S., Alvarez, I.M. & Espasa, A. (2022) Video feedback and Foreign Language Anxiety in online pronunciation tasks. Int J Educ Technol High Educ 19, 19. doi: 10.1186/s41239-022-00324-y
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
Ribosa, J., & Duran Gisbert, D. (2022). Do students learn what they teach when generating teaching materials for others? A meta-analysis through the lens of learning by teaching. Educational Research Review, 37, Article 100475. doi: 10.1016/j.edurev.2022.100475
Ribosa, J., & Duran Gisbert, D. (2022). Student-Generated Teaching Materials: A Scoping Review Mapping the Research Field. Education in the Knowledge Society (EKS), 23, 27443. Article 27443. doi: 10.14201/eks.27443
Ribosa, J. & Duran, D. (2022) Students creating videos for learning by teaching from their scientific curiosity, Research in Science & Technological Education, doi: 10.1080/02635143.2022.2116419
Sala-Bars, I., Amat-Guillén, C., Mumbardó-Adam, C., & Adam-Alcocer, A. L. (2022). Más Allá de las Pautas DUA: El Rol de la Filosofía de Enseñanza en la Implementación del Diseño Universal para el Aprendizaje. Revista latinoamericana de educación inclusiva, 16(2), 33-51. doi: 10.4067/S0718-73782022000200033
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