Publicacions
Publicacions Més Destacades
Compartim les cinc 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:
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
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
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
Mas, J. M., Dunst, C. J., Hamby, D. W., Balcells-Balcells, A., Garcia-Ventura, S., Baqués, N., & Giné, C. (2022). Relationships between family-centred practices and parent involvement in early childhood intervention. European Journal of Special Needs Education, 37 (1), 1-13. https://doi.org/10.1080/08856257.2020.1823165.
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. https://doi.org/10.1016/j.edurev.2022.100475
Identitat Investigadora, Educació Doctoral i Transicions Professionals
El convenciment que cal impulsar un nou perfil investigador, capaç de desenvolupar la seva trajectòria investigadora amb i per a la societat, orienta els estudis de l’equip en aquest eix estratègic. Aquesta perspectiva implica també una transformació del perfil investigador davant dels reptes de la Investigació i Innovació Responsables.
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.
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
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.
McAlpine, L., Pyhältö, K., & Castello, M. (Accepted/In press). Considering-mobility:Expanding our view of PhD graduate life-career decision-making. Higher Education Quarterly.
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
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).
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.
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.
2024
Diaz-Villalba, L., & Castelló, M. (2024). Doctoral Training in Paraguay: Current Situation and Unresolved Challenges. Revista iberoamericana de educación superior, 15(44), 73-91.
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.
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
2023
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
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
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
Aguayo, M. & Weise, C. (2022). 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.
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
Monereo, C., & Liesa, E. (2022). Early career researchers’ identity positions based on research experiences. Higher Education Research & Development, 41(1), 193-210. https://doi.org/10.1080/07294360.2020.1835834
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
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.
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
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
Identitat Professional i Pràctiques Informades per la Recerca
Les publicacions de l’eix 2 se centren en la formació de professorat en pràctiques d’aprenentatge basades en la indagació, destacant la rellevància del mentoring, la tutoria entre iguals i l’observació recíproca com a eines per al desenvolupament de la identitat professional i de competències pedagògiques. També aborden la construcció de coneixement col·laboratiu, l’ús de feedback i l’aplicació de metodologies innovadores en contextos presencials i híbrids, amb especial atenció a la reflexió sobre la pràctica, la participació activa dels estudiants i la transició cap a una pràctica docent crítica i transformadora.
2026
Giralt-Romeu, M., Mayoral, P,. Liesa, E,. & Contreras, N. (in press). Challenges in triadic mentoring to develop inquiry-oriented teachers in pre-service teacher education. Mentoring and Tutoring.
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
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
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
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
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
Gràcia, M., Vega Llobera, F., & Miralda-Banda, A. (2025). Estrategias docentes de profesorado universitario para promover el desarrollo de la competencia en lengua oral de los futuros docentes. RIFOP : Revista Interuniversitaria de Formación del Profesorado, 39(100 (1)), 331–352. https://doi.org/10.47553/rifop.v100i39.1.99369
Luna, J., Garcia-Mila, M., & Miralda-Banda, A. (2025). A comparison of three types of tasks during an intervention on cultural literacy and dialogicity: insights from Epistemic Network Analysis. Intercultural Education, 36(3), 295-318. https://doi.org/10.1080/14675986.2025.2469951
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
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
2024
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
Flores, M., Ribosa, J., & Duran, D. (2024). ¿ Cómo contribuye la tutoría entre iguales al desarrollo de la comprensión lectora? Evidencias de diez años de práctica. Revista de Psicodidáctica. https://doi.org/10.1016/j.psicod.2024.04.004
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. https://doi.org/10.1002/pits.23259
Miquel, E., Monguillot, M., Soler, M., & Duran, D. (2024). Reciprocal peer observation: a mechanism to identify professional learning goals. Education Inquiry, 1-17.
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).
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., 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. https://doi.org/10.1016/j.tate.2024.104469
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 Sasso, 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.
2023
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.
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., & 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.
2022
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
García-Raga, L., Sala-Bars, I., De Nicolás, M. A., & Boqué Torremorell, M.-C. (2022). School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study. South African Journal of Education, 42(2), 1–17. https://doi.org/10.15700/saje.v42n2a2055
Castells, N., Garcia-Mila, M., Miralda-Banda, A. Luna, J., Pérez, E. (2022). Adolescents' reasoning to manage fakenews. Educación XX1, 25 (2), 291-313. https://doi.org/10.5944/educxx1.31693
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.
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
Garcia-Mila, M.; Felton, M.; Miralda-Banda, A.; Castells, N. (2022). Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines. Journal of Education for Teaching 48 (3), 1-19. https://doi.org/10.1080/02607476.2022.2150536
Podestá, P., Álvarez, I. M., & Morón, M. (2022). Formación docente en competencia intercultural: ¿Cómo se desarrolla? Evidencias desde un prácticum orientado a fomentarla. Psicoperspectivas, 21(1), 1-13. https://doi.org/10.0717-7798
Inclusió i desenvolupament de competències en contextos complexos i digitals.
Les publicacions aborden pràctiques educatives inclusives i mediació digital en contextos complexos, centrant-se en l’aprenentatge entre iguals, la col·laboració docent, el suport familiar i el desenvolupament de competències professionals. També tracten la inclusió de col·lectius diversos, la gestió del clima de l’aula, estratègies antiracistes i l’ús de recursos innovadors, com la realitat virtual i les arts, per promoure pedagogies resilients, inclusives i transformadores.
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.
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).
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
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.
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).
Mercado-Garrido, E., Contreras González, N., O’Connor, A. et al. (2024). A Systematic Review of Strategies and Interventions to Promote the Inclusion of Autistic Adolescents. Rev J Autism Dev Disord (2024). https://doi.org/10.1007/s40489-024-00491-w
Monereo, C. (2024). El protagonista de" El túnel", de Ernesto Sabato, un demente, un asesino o un novelista? Un análisis desde la Dialogical Self Theory y la hermenéutica literaria. Itinerarios, (39), 151-170. : 10.7311/ITINERARIOS.39.2024.08
2023
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
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), 1408- 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
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.
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
Rapanta, C., Miralda-Banda, A., Garcia-Mila, M., Vrikki, M., Macagno, F., Evagorou M., (2023). Detecting the Factors Affecting Classroom Dialogue Quality. Linguistics and Education (77), 1-22. https://doi.org/10.1016/j.linged.2023.101223
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
2022
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Morodo, A. (2022). El desenvolupament de la CDD al Màster de formació del professorat de la Universitat Autònoma de Barcelona. In La competència digital docent al Màster de Formació del Professorat de les universitats de Catalunya. (pàg. 13-24) https://doi.org/10.36006/82001-1
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