PUBLICACIONS

Desenvolupament de la identitat docent i investigadora

Destacades

Publicacions Més Destacades

Compartim les publicacions més destacades en els darrers quatre anys pel seu valor científic, la seva contribució al camp i el seu reconeixement dins la comunitat acadèmica:

Álvarez, I. M., Manero, B., Morodo, A., Suñé, N., & Henao, C. (2023). Realidad virtual inmersiva para mejorar la competencia de gestión del clima del aula en secundaria. Educación XX1, 26(1), 249-272. https://doi.org/10.5944/educxx1.33418

Badia, A., & Clarke, A. (2022). The practicum-mentor identity in the teacher education context. Teaching Education, 33(4), 355-371. 10.1080/10476210.2021.1920910

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 Teach, 60(5), 736-747. https://doi.org/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.

Contreras, N., Liesa, E. & Giralt-Romeu, M. (2024). How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum. Teaching and Teacher Education, 140. https://doi.org/10.1016/j.tate.2024.104478

Contreras, N., Liesa, E., Mayoral, P. & Alguacil, M. (2025). Examining the difficulties and support during an inquiry-based practicum: pre-service teachers andschool mentors’ experiences. European Journal of Teacher Education, 1–18. https://doi.org/10.1080/02619768.2025.2514638

Giralt-Romeu, M., Liesa, E., & Castelló, M. (2024). Teacher identity as inquirer: voices of teacher educators. European Journal of Teacher Education, 47(1), 140–158. https://doi.org/10.1080/02619768.2021.2015319

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), 1-13. 0885-6257/doi.org//10.1080/08856257.2020.1823165

Monereo, C., & Hermans, H. (2023). Education and dialogical self: State of art (Educación y yo dialógico: estado de la cuestión). Journal for the Study of Education and Development, 46(3), 445-491. https://doi.org/10.1080/02103702.2023.220156

Ribosa, J., Corcelles-Seuba, M.; Morodo, A. & Duran, D. (2024). Reducing teachers’ resistance to reciprocal peer observation. European Journal of Education, 00, e12606. https://doi.org/10.1111/ejed.12606

Ribosa, J., & Duran, 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, 100475.

Sala-Bubaré, A., & Castelló, M. (2023). Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach. Journal of Second Language Writing, 61, 101038. https://doi.org/10.1016/j.jslw.2023.101038

Sala-Bubaré, A., Castelló, M., Corcelles, M., & Suñé-Soler, N. (2024). Researchers’ strategies to cope with the covid-19 impact on their activity. Current Psychology, 43(18), 16905-16913. https://doi.org/10.1007/s12144-023-04601-5

Sala-Bubaré, A., Garcia-Morante, M., Castelló, M., & Weise, C. (2024). PhD holders’ working conditions and job satisfaction in Spain: A cross-sector comparison. Higher Education Research & Development, 1-15. https://doi.org/10.1080/07294360.2024.2347611

Sukackė, V., Guerra, A. O. P. d. C., Ellinger, D., Carlos, V., Petronienė, S., Gaižiūnienė, L., Blanch, S., Marbà-Tallada, A., & Brose, A. (2022). Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL. Sustainability, 14(21), 13955. https://doi.org/10.3390/su142113955

Desenvolupament de la Identitat Docent i Investigadora

El convenciment que cal impulsar un nou perfil investigador i docent, capaç de desenvolupar la seva trajectòria professional amb i per a la societat, orienta els estudis de l’equip en aquest eix estratègic. Aquesta perspectiva implica també una transformació del perfil identitari dels professionals de l’educació per tal d’afrontar els reptes de l’Agenda 2030.

En aquest marc, el desenvolupament de competències científiques, indagadores i transversals en diversos contextos esdevé un objectiu central que guia les activitats de recerca, disseminació i transferència. Des d’un enfocament empíric i teòric, els processos d’indagació permeten, a més, desdibuixar les fronteres entre recerca i innovació educativa, un aspecte especialment rellevant en el debat internacional actual.

2026

Garcia-Morante, M., Castelló, M., & Monereo, C. (2026). A dialogical approach to unveil hybrid researcher identities of educational PhD holders. Higher Education Research & Development, 1–18. https://doi.org/10.1080/07294360.2025.2526076

Garcia-Morante, M., Sundström, L., Pyhältö, K., & Castelló, M. (2026). Transitioning beyond Academia: engagement and disengagement experiences of HASS PhD holders. Studies in Higher Education, 1–16. https://doi.org/10.1080/03075079.2025.2468849

Giralt-Romeu, M., Mayoral, P,. Liesa Hernandez, E,. & Contreras, N. (2026). Challenges in triadic mentoring to develop inquiry-oriented teachers in pre-service teacher education. Mentoring and Tutoring.

McAlpine, L., Pyhältö, K., & Castello, M. (2026). Considering-mobility: Expanding our view of PhD graduate life-career decision-making. Higher Education Quarterly.

McAlpine, L., Pyhältö, K., & Castelló, M. (Accepted/In press). Use of AI tools in the research process: Implications for researcher education. In: Löström, E., Bengsten, S., Inouye, K., & Weijden, I. (in press). Transitions in Researcher Education and Careers. Routledge.

Sala-Bubaré, A., Garcia-Morante, M., Bran, A., Boman, J., Weijden, I., & Skakni, I. (in press). In and out: PhD holders’ experiences, motives and satisfaction with hybrid careers. In: Löström, E., Bengsten, S., Inouye, K., & Weijden, I. (in press). Transitions in Researcher Education and Careers. Routledge.

Sala-Bubaré, A., Garcia-Morante, M., Díaz-Villalba, L., Castelló, M., & Weise, C. (2026). The Role of Parenthood in Shaping PhD Holders' Careers Beyond Academia: A Gender Perspective. Higher Education Quarterly, 80(1). https://doi.org/10.1111/hequ.70092

Sundström, L., Rönkkönen, S., Garcia-Morante, M., Virtanen, V., Tikkanen, L., Anttila, H., McAlpine, L., & Pyhältö, K. (2026). A systematic literature review on STEM and HSS PhD degree holders' careers outside academia. In: Löström, E., Bengsten, S., Inouye, K., & Weijden, I. (in press). Transitions in Researcher Education and Careers. Routledge.

2025

Álvarez, I.M., Morodo, A., Romero-Hdez, A., Manero,B. (2025). Realidad virtual para evaluar la competencia en gestión del aula: estudio sobre afrontamiento de conflictes [Virtual reality to assess the classroom management competence: a study on conflict management]. RIED-Revista Iberoamericana de Educación a Distancia, 28(1).

Badia, A., & Segués, M. T. (2025). Building new teachers’ voices on teaching as part of a Practice-Based Teaching Education course. Teaching Education, 1–15. https://doi.org/10.1080/10476210.2025.2563880

Castelló, M., & Sala-Bubaré, A. (2025). Collaborative writing among PhD holders in non-academic careers: disciplinary variations and their impact on work engagement and burnout. Higher Education. https://doi.org/10.1007/s10734-025-01413-3

Díaz Villalba, L., & Castelló, M. (2025). Academic and non-academic career paths of international and domestic PhD holders. Tuning Journal for Higher Education, 12 (1).

Franch-Aguiló, A. F., & Monereo, C. (2025). The university student as partner: Its mediating role in the transition towards a professional identity. Journal of University Teaching and Learning Practice, 22(2), 1–21. https://doi.org/10.53761/rtnegq42

Garcia-Morante, M., Castelló, M., & Sala-Bubaré, A. (2025). PhD holders at the boundaries and knowledge brokering. Studies in Continuing Education, 1–19. https://doi.org/10.1080/0158037X.2024.2358007

Garcia-Morante, M., Tikkanen, L., Castelló, M., & Pyhältö, K. (2025). Job activity and wellbeing of PhD holders beyond academia: a person-centred approach. European Journal of Higher Education, 1–21. https://doi.org/10.1080/21568235.2025.2504529

Garcia-Morante, M., Weise, C., Diaz Villalba, L.K., & Castelló, M. (2025). Strengths and weaknesses of PhD training to develop alternative careers. Insights from PhD holders working beyond academia. Studies in Graduate and Postdoctoral Education. https://doi.org/10.1108/SGPE-12-2023-0115

Mason, S., Frick, L., Castelló, M., Cheng, W., Chong, S. W., Díaz Villalba, L., Garcia-Morante, M., Sum Kong, M., Sakurai, Y., Sproken-Smith, R. & Weise, C. (2024). Prominence, Promotion and Positioning of the ‘Thesis by Publication’in Six Countries. Higher Education Policy, 1-21.

Mason, S., Frick, L., Castelló, M., Cheng, W., Chong, S. W., Díaz Villalba, L., Garcia-Morante, M., Sum Kong, M., Sakurai, Y., Sproken-Smith, R. & Weise, C. (2024). What makes a Thesis by Publication? An international study of policy requirements and restrictions. Journal of higher education policy and management, 1-16.

Medina-Gual, L., & Monereo, C. (2025). Self-Positions in student teachers’ perceptions of assessment. Assessment & Evaluation in Higher Education, 1–11. https://doi.org/10.1080/02602938.2025.2452344

Meneses Pinto, C., & Liesa, E. (2025). Development of Teacher Identity Towards Inclusive Voices. A Case Study. The Journal of Experimental Education, 1–19. https://doi.org/10.1080/00220973.2025.2453176

Monereo, C. (2025). Impacto de un enfoque de enseñanza basado en el Partenariado en la identidad profesional de un docente universitario. REDU. Revista De Docencia Universitaria, 23(2), 157–174. https://doi.org/10.4995/redu.2025.23810

Monereo, C., Badia, A., Liesa, E., & Arrausi, J. (2025). Educació bàsica. Guia per a l'avaluació de competències transversals (GACoT). Subdirecció General d'Ordenació Curricular. Generalitat de Catalunya. https://www.portaleducatiu.ad/uploads/Guia%20per%20a%20l%E2%80%99avaluaci%C3%B3%20de%20compet%C3%A8ncies%20transversals.pdf

Negretti, R., Solli, K., McGrath, L., Sala-Bubarè, A., & Castellò, M. (2025). Doctoral education at the intersection of academia and the professions in Europe: towards innovative writing pedagogies.

Pyhältö, K., Tikkanen, L., Sala-Bubaré, A., García Morante, M., & Castello, M. (2025). The association between PhD holders’ experiences of professional support and work engagement and burnout. Higher Education Research & Development, 1–18. https://doi.org/10.1080/07294360.2025.2559637

Sala-Bubaré, A., Corcelles-Seuba, M., Miralda-Banda, A., & Garcia-Morante, M. (2025). Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students. Praxis & Saber, 16(47), 1-25.

Weise, C., Bretones, E., Lozano, V. M., & Aguilar, G. F. (2021). Posiciones identitarias del profesorado frente a situaciones de emergencia social: Aprender en tiempos de crisis. Revista Electrónica Interuniversitaria de Formación del Profesorado. https://doi.org/10.6018/reifop.639551

2024

Álvarez, I. M., Manero, B., Romero-Hdez, A., Cárdenas, M., & Masó, I. (2024). Virtual reality platform for teacher training on classroom climate management: Evaluating user acceptance. Virtual Reality, 28, 78. https://doi.org/10.1007/s10055-024-00973-6

Álvarez, I. M., Morodo, A., Romero-Hdez, A., & Manero, B. (2023). Realidad virtual para evaluar la competencia en gestión del aula: Estudio sobre afrontamiento de conflictos [Virtual reality to assess the classroom management competence: A study on conflict management]. RIED-Revista Iberoamericana de Educación a Distancia, 28(1).

Cano, M., Mayoral, P., Contreras, N., & Alguacil, M. (2024). Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros. Praxis & Saber, 15(41), 1–17. https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16786

Diaz-Villalba, L., & Castelló, M. (2024). Doctoral Training in Paraguay: Current Situation and Unresolved Challenges. Revista iberoamericana de educación superior, 15(44), 73-91.

Gil-Juárez, A., Álvarez, I. M., Ribosa, J., & Viciana, S. (2021). Improving consumer education workshops through challenge-based learning in primary education degree. European Public & Social Innovation Review, 9, 1-20. https://doi.org/10.31637/epsir-2024-348

McAlpine, L., & Castelló, M. (2024). What do PhD graduates in non-academic careers actually do?: Interaction between organisation mission, job specifications and graduate lived experience. Learning and Teaching, 17(1), 77-106.

Meneses-Pinto, C., & Liesa, E. (2024). El desarrollo de la voz inclusiva durante la participación en una comunidad profesional de aprendizaje. Revista CS, (44), a07. https://doi.org/10.18046/recs.i44.07

Mollá, N., & Castelló, M. (2024). From teacher to school principal. Analysis of an identity transition process / De profesor a director de escuela. Análisis de un proceso de transición identitaria. Journal for the Study of Education and Development, 47(3), 515-544. https://doi.org/10.1177/02103702241277758

Mollá, N., & Castelló, M. (2024). Identity positioning of experienced school principals when facing critical incidents. Heliyon, 10(16).

Monje, M., Badia, A., & Becerril, L. (2024). Primary teachers’ identity positioning in the process of pedagogical innovation/Identidad indagadora y posicionamiento del profesorado de educación primaria en un proceso de innovación pedagógica. Journal for the Study of Education and Development. https://doi.org/10.1177/02103702241288358

Nieva, C., Aguilà, S., & Mas, M. T. (2024). La importancia de los proyectos de aprendizaje tutorados en la formación permanente de los docentes de educación física. Retos, 51, 1282–1292. https://doi.org/10.47197/retos.v51.97879

Rönkkönen, S., Virtanen, V., García-Morante, M., McAlpine, L., Castelló, M., & Pyhältö, K. (2024). STEM PhD holders working outside academia: the role of social support in career transition. European Journal of Higher Education. https://doi.org/10.1080/21568235.2024.2404683

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. (2024). PhD holders’ working conditions and job satisfaction in Spain: a cross-sector comparison. Higher Education Research & Development, 1–15. https://doi.org/10.1080/07294360.2024.2347611

Ventura, A. C., Liesa, E., & Moreno, M. R. (2024). Towards the integrated study of the dialogical self and agency to research personal change in education. Journal for the Study of Education and Development, Infancia y Aprendizaje, 47(4), 672-685. https://doi.org/10.1177/02103702241287042

Weise, C., & Rojos, P. (2024). Neither student nor teacher? Possible selves in the development of faculty identity during the practicum / ¿Ni estudiante ni profesora? Yoes posibles en el desarrollo de la identidad del profesorado durante el prácticum. Journal for the Study of Education and Development, Infancia y Aprendizaje. 47(4), 768 –795.

2023

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. https://doi.org/10.5944/educxx1.33418

Badia, A. (2023). Three teacher identities in two school education systems: Catalonia and Peru. Compare: A Journal of Comparative and International Education, 53(8), 1307-1322.

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, https://doi.org/10.1080/14703297.2023.2237958

Castelló, M., & Iñesta, A. (2023). Doctoral Students' writing Regulation. The impact of the socially-shared revision in academic texts. Revista Española de Pedagogía, 68(247), 10.

Castelló, M. & Sala-Bubaré, A. (2023). Research writing as a tool for doctoral students and early career researchers’ development. In R. Horowitz (ed.). Handbook on Writing. Routledge (pp. 366-378). Routledge. http://dx.doi.org/10.4324/9780429437991-29

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, https://doi.org/10.1080/0309877X.2022.2142102

Garcia, C., & Badia, A. (2023). “I as a practicum mentor”: identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. https://doi.org/10.1080/13611267.2023.2202476

Liesa, E., Mayoral, P., Giralt-Romeu, M., & Angulo, S. (2023). Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students. Education Sciences, 13(9), 879. https://doi.org/10.3390/educsci13090879

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, 1-16. https://doi.org/10.1186/s41239-022-00324-y

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

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

Vargas, A., Mayoral, P. & Cano, M. (2023). Identidad del profesional de la orientación educativa en el contexto colombiano: rol, funciones y posicionamientos. Revista Española de Orientación y Psicopedagogía, 34(2), 7-28 https://doi.org/10.5944/reop.vol.34.num.2.2023.38062

Weise C, Suñe-Soler N, Corcelles M, Sala-Bubaré A, & Castelló M. (2023). Unveiling the Emotional Turmoil: How Covid-19 impacted researchers and the pursuit of emotional well-being in academia. bioRxiv; 2023. https://doi.org/10.1101/2023.11.15.567306.

2022

Alvarez, I.M., González-Parera, M., & Manero, B. (2022). The Role of Emotions in Classroom Conflict Management. Frontiers in Psychology. 13:818431. https://doi.org/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. https://doi.org/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. https://doi.org/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, https://doi.org/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, https://doi.org/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). https://doi.org/10.15700/saje.v42n2a2055

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, 13 (3), 245-265. https://doi.org/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, 14 (2), 302-315. https://doi.org/10.1108/JWAM-02-2022-0010

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, https://doi.org/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. https://doi.org/10.5027/psicoperspectivas-vol21-issue1-fulltext-2543

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. https://doi.org/10.18543/tjhe.2324

2021

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

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. https://doi.org/10.22201/eneo.23958421e.2021.3.1097

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

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

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

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

McAlpine, L., Skakni, I., & Inouye, K. (2021). PhD careers beyond the traditional: integrating individual and structural factors for a richer account. European Journal of Higher Education. https://doi.org/10.1080/21568235.2020.1870242

McAlpine, L., Skakni, I., Sala-Bubaré, A., Weise, C., & Inouye, K. (2021). Examining cross-national research teamwork: Revealing rewards and challenges. Qualitative Research Journal. https://doi.org/10.1108/QRJ-06-2020-0067

Skakni, I., Inouye, K., & McAlpine, L. (2021). PhD holders entering non-academic workplaces: Organisational culture shock. Studies in Higher Education. https://doi.org/10.1080/03075079.2021.1876650

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), 180-194. https://doi.org/10.1080/10749039.2020.1863428

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. https://doi.org/10.1177/11771801211019027

investigadora

dvesitat

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 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.

2026

Bastart, C. & Flores, M. (2026). Tutoría entre iguales y competencia matemática: uso de estrategias discursivas para la mejora de la resolución de problemas matemáticos. Revista Complutense de Educación.

Mas, J. M., Balcells-Balcells, A., Rueda, C. S., & Giné, C. (2026). Early Childhood Intervention in Spain. Infants & Young Children, 39(1), 69-84. https://doi.org/10.1097/IYC.0000000000000319

2025

Corcelles-Seuba, M., Ortiz, M., O’Leary, M., & Duran, D. (2025). A systematic review of reciprocal peer observation in higher education. Professional Development in Education, 1–18. https://doi.org/10.1080/19415257.2025.2480768

Corcelles-Seuba, M., Ribosa, J., & Calaforra-Fabuel, P. (2025). Peer tutoring to improve writing competence in primary education. Revista Española de Pedagogía, 83(291), 10. https://doi.org/10.22550/2174-0909.4156

De la Iglesia, B., Duma, L., Forteza, D., Llabrés, J., Moreno-Tallón, F., & Ribosa, J. (2025). El feedback entre docentes en un ciclo de observación entre iguales. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 23(3), 7. https://doi.org/10.15366/reice2025.23.3.007

Flores, M., Miquel, E., & Duran, D. (2025). Teacher Collaborative Knowledge Building in Reciprocal Peer Observation. European Journal of Psychology of Education, 40(45) https://doi.org/10.1007/s10212-025-00945-7

Gutiérrez-González, M., & Álvarez-Valdivia, I. M. (2025). Competencia comunicativa intercultural: prácticas docentes inclusivas en contextos educativos de diversidad cultural y lingüística en Cataluña. Revista CS, (46), a02. https://doi.org/10.18046/recs.i46.02

Macías-Gómez-Estern, B., Martínez-Lozano, V., & Lalueza, J.L. (2025). Re-envisioning collaborative university-community engagement through a critical ethnographic lens: transformative hybrid scenarios. Ethnography and Education, 1–20. https://doi.org/10.1080/17457823.2025.2565009

Paris-Romia, G., & Blanch-Gelabert, S. (2025). Radical fragility: la construcción de experiencias educativas inclusivas a través del arte. Arteterapia. Papeles de arteterapia y educación artística para la inclusión social, 20, e98515. https://doi.org/10.5209/arte.98515

Prieto-Flores, Ò., Serra, C., Shaimi, M., & Zhang-Yu, C. (2025). Systemic racism and antiracist strategies in higher education: a Southern European case study. Ethnic and Racial Studies, 1–17. https://doi.org/10.1080/01419870.2025.2583423

Sala-Bars, I., Mumbardó-Adam, C. & Adam-Alcocer, A. L. (2025). Moving towards Preservice Teachers’ Implementation of Universal Design for Learning: the Central Role of Self-Efficacy. Teachers and Teaching, 1-19. https://doi.org/10.1080/13540602.2024.2308900 SGR Q1.

Sala-Bars, I., Rillo-Gómez, M., Leiva, E., Sala-Bubaré, A., & Castelló, M. (2025). La inclusión de estudiantes de doctorado con discapacidad: ¿Qué sabemos hasta ahora? Siglo Cero, 56(221), 7–28. https://doi.org/10.14201/scero.32428

Tarrés Vallespí, A., Blanch, S., Forestello, A. M., & Arias-Sánchez , S. (2025). Prácticas docentes resilientes en la relación entre profesorado y familias en contextos socioeconómicos vulnerables. Realidades y oportunidades en una fase de emergencia social. Revista Electrónica Interuniversitaria de Formación del Profesorado, 28(1), 0063-75. https://ddd.uab.cat/record/307647

Weise, C., Álvarez, I. M., Lalueza , J. L. ., & Mora, J. (2025). Trayectorias Migratorias y Redes de Apoyo de Jóvenes Migrantes No Acompañados. Revista Internacional De Educación Para La Justicia Social, 14(1). https://doi.org/10.15366/riejs2025.14.1.007

Zhang-Yu, C., Garbarino Álvarez, G., Jaramillo Solar, K. A., & Lalueza, J. L. (2025). The study group as a possible place: seven years of collaboration with a team of nursery school teachers / El grupo de estudio como lugar posible: siete años de colaboración con un equipo de maestras de Educación Infantil. Studies in Psychology: Estudios de Psicología, 46(1-3), 264-289. https://doi.org/10.1177/02109395251396970

2024

Bastart, C. & Flores, M. (2024). Un programa de tutoría entre iguales para la resolución de problemas matemáticos. Revista Electrónica de Investigación Educativa, 26. https://doi.org/10.24320/redie.2024.26.of.5760

Corcelles-Seuba, Sala-Bars, I., Soler, M., & Duran, D. (2024). Impact of Reciprocal Peer Observation on teachers’ collaboration perceptions. British Educational Research Journal, 00, 1–21. https://doi.org/10.1002/berj.3958

Esteban-Guitart, M., Lalueza, J. L., & Sánchez, J. E. (2024). Pedagogías para la inclusión educativa y la justicia social desde una perspectiva sociocultural. CS, (44).

Flores, M., Ribosa, J., & Duran, D. (2024). How does peer tutoring contribute to the development of reading comprehension? Evidence from ten years of practice. Revista de Psicodidáctica, 29(2), 176–184. doi: 10.1016/j.psicoe.2024.05.003

Flores, M., Sala‐Bars, Í., Ortiz, M., & Duran, D. (2024). Does reciprocal peer observation promote the transfer of learning to teaching practice? Psychology in the Schools, 61(10). https://doi.org/10.1002/pits.23259

García Romero, D., Macías-Gómez-Estern, B., Martínez-Lozano, V., & Lalueza Sazatornil, J. L. (2024). El aprendizaje auténtico en el aprendizaje-servicio: Aprendizaje teórico y cambio identitario. Revista De Educación, 1(404), 81–107. https://doi.org/10.4438/1988-592X-RE-2024-404-618

Lin, Y., Li, R., Ribosa, J., Duran, D., & Sun, B. (2024). Expert and Novice Teachers’ Cognitive Neural Differences in Understanding Students’ Classroom Action Intentions. Brain sciences, 14(11), 1080.

Macías-Gómez-Estern, B. & Lalueza, J.L. (2024). Navigating I-positionings in higher education Service Learning as hybrid scenarios: a case study. Learning, Culture and Social Interaction, 45,100805. https://doi.org/10.1016/j.lcsi.2024.100805

Miquel, E., Monguillot, M., Soler, M., & Duran, D. (2024). Reciprocal peer observation: A mechanism to identify professional learning goals. Education Inquiry.

Miquel, E., Sanahuja Gavaldà, J.M. and Moron-Velasco, M. (2024). Inclusive artistic space: a professional development environment based on collaboration between schools and artistic institutions, Journal of Professional Capital and Community, https://doi.org/10.1108/JPCC-06-2024-0103

Nieva, C., Aguilà, S., & Mas, M.T. (2024). La importancia de los Proyectos de Aprendizaje Tutorados en la formación permanente de los docentes de Educación Física. Retos, 51, 1282-1292.

Ribosa, J., & Duran, D. (2024). Students creating videos for learning by teaching from their scientific curiosity. Research in Science & Technological Education, 42(2), 237-254.

Ribosa, J., Noguera, I., Monguillot, M., & Duran, D. (2024). Teachers’ closeness of professional relationship and its role in learning perception after reciprocal peer observation. Teaching and Teacher Education, 140, 104469.

Vallespí, Tarrés, Blanch-Gelabert, S., Forestello, A. M., & Arias-Sánchez, S. (2025-en prensa). Prácticas docentes resilientes en la relación entre profesorado y familias en contextos socioeconómicos vulnerables. Realidades y oportunidades en una fase de emergencia social. Revista Electrónica Interuniversitaria de Formación Del Profesorado. https://doi.org/10.6018/reifop.639441

Villamizar-Parada, N. J., & Blanch-Gelabert, S. (2024). Tendencias de Apoyo a la Educación Infantil en Colombia. Revista Perspectivas, 10(1), 6–24. https://doi.org/10.22463/25909215.493715.4937

2023

Alvarez, I. M., Moron-Velasco, M., & Humanes, P. R. (2023). 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, 27(13), 1487-1502. https://doi.org/10.1080/13603116.2021.1900425

Contreras-Villalobos, T., López, V., & Lalueza, J. L. (2023). Significados de docentes de educación para jóvenes y adultos en Chile y España, sobre el abandono escolar. Archivos Analíticos de Políticas Educativas, 31(59). https://doi.org/10.14507/epaa.31.7526

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

Corcelles-Seuba, M., Miquel, E., & Duran, D. (2023). Teachers’ perceptions of Reciprocal Peer Observation. Revista de Educación, 402, 237-266. https://doi.org/10.4438/1988-592X-RE-2023-402-601

Corcelles-Seuba, M.; Duran, D. Flores, M., Miquel, E & Ribosa, J. (2023). Percepciones docentes sobre observación entre iguales: resistencias, agencia, procedimiento y objetivos de mejora. Estudios sobre Educación. 44, 35-58. https://doi.org/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

Fernández-Barros, A., Duran, D., & Viladot, L. (2023). Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education. Music Education Research, 25(2), 176–189. https://doi.org/10.1080/14613808.2023.2193210

Francisco Mora, C. T., Ibáñez-García, A., & Balcells-Balcells, A. (2023). Participants’ Bias in Disability Research on Family Quality of Life during the 0–6 Years Stage. Behavioral Sciences, 13(9), 753.

García-Ventura, S., Mas, J., Balcells-Balcells, A., Dunst, C. J., & Cañadas, M. (2023). Early childhood intervention practitioners’ competence and confidence appraisals using recommended practices and relationship with parent involvement. Anales de Psicología/Annals of Psychology, 39(3), 415-424.

Lalueza, J. L., Peries, D., Valdivia , P. & Blanch Gelabert, S. (2023). ¿Qué sabemos acerca del impacto social de los programas de ApS universitario? Un estudio de caso. RIDAS. Revista Iberoamericana de Aprendizaje Servicio, 75-92. https://doi.org/10.1344/RIDAS2023.16.6

Oller, M., Duran Gisbert, D., Ribosa Martinez, J., & Corcelles, M. (2023). Escribimos en pareja mediante la tutoria entre iguales. Articles de Didàctica de la Llengua i de la Literatura (Ed. impresa), (99), 57-62. https://dialnet.unirioja.es/servlet/articulo?codigo=8772224

París, G., & Blanch, S. (2023). Espacios de aprendizaje relacional con artistas profesionales en la formación inicial de maestros. Eari Educación Artística Revista de Investigación, 14, 107–120. https://doi.org/10.7203/eari.14.25948

Quiñones-Ramírez, F., Duran, D., & Viladot, L. (2023). Co-Teaching with High School Students for Music Teaching. Education Sciences, 13(10), 972. https://doi.org/10.3390/educsci13100972

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

Ribosa, J., & Duran, D. (2022). Student-generated teaching materials: a scoping review mapping the research field. Education in the Knowledge Society (EKS), 23, https://doi.org/10.14201/eks.27443

Sala-Bars, I., Moriña, A., Casas, A., & Van Der Mel, L. (2023). Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability. Behavioral Sciences, 13(9), 745. https://doi.org/10.3390/bs13090745

Zhang-Yu, C., Vendrell-Pleixats, J., Barreda Escrig, C., & Lalueza, J. L. (2023). Descentrar la mirada etnocéntrica: una experiencia basada en los fondos de conocimiento. Athenea Digital. Revista De Pensamiento E Investigación Social, 23(1), e3150. https://doi.org/10.5565/rev/athenea.3150

2022

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

Sukackė V, Guerra AOPdC, Ellinger D, Carlos V, Petronienė S, Gaižiūnienė L, Blanch S, Marbà-Tallada A, Brose A. Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL. Sustainability. 2022, 14(21):13955. https://doi.org/10.3390/su142113955

2021

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., & Vázquez Rivas, A. (2021). Implementing Peer Tutoring for the Development of Empathy in Nursing Education. Investigacion y educacion en enfermeria, 39(2), e07. https://doi.org/10.17533/udea.iee.v39n2e07

García-Romero, D., Lalueza, J. L., & Blanch-Gelabert, S. (2021). Análisis De Un Proceso De Institucionalización Del Aprendizajeservicio Universitario. Athenea Digital: Revista de Pensamiento e Investigacion Social, 21(3), 1-27. https://doi.org/10.5565/rev/athenea.2934

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

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

Robinson, S., Tejada, J., & Blanch, S. (2021). La maestra de educación infantil en sus primeros años de trabajo: De la formación inicial al ejercicio de la profesión. Pensamiento educativo, Revista de Investigación Educacional Latinoamericana (PEL).

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