Vol. 48 No. 3 (2022) | Estudios Pedagógicos

“But practice proves otherwise”: appraisal of the knowledge gained during initial teacher training among in-service English teachers in Chile 2016-2019

Angela Tironi Contreras

9-23

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Families perceptions about the use and integration of Tablets in schools: The case of Spain

Fermín Torrano, Juan Luis Fuentes, Jesús E. Albertos

25-40

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Systematization of coeducation experiences in alternative basic education in Colombia

Gicela Muñoz Gañan, Dayan López Bravo, Ángela María Rincón Presiga

41-63

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Processes of teacher improvement at Universidad de Tarapacá and its relationship with performance indicators

Jesús Gabalán-Coello, Margarita Liliana Hernández-Villaseca, Raúl Antonio Bustos-González, Fredy Eduardo Vásquez-Rizo

65-78

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Subjective theories in teachers about instructional time and its relationship with teaching-learning

Juan Rubio González, David Cuadra Martínez, Pablo Castro-Carrasco, Cristian Oyanadel Véliz, Ingrid González Palta

79-101

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How Does Incommensurability Govern The Theoretical Movement Of The PCK Towards Health Science Education?

Martín Saavedra Campos, Ricardo López Pérez

103-115

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Influence of academic leadership in meaningful learning of students of the Faculty of Engineering, University of La Serena, Chile

Segundo R. Cabana Villca, Felicindo H. Cortés, Oscar A. Coll Valencia

117-134

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Rubric to evaluate a curriculum design under the socioformative approach

Angélica Crespo-Cabuto, Sonia Verónica Mortis-Lozoya, Sergio de Jesús Tobón Tobón, Sergio Raúl Herrera Meza

135-149

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Implementation of a program to promote socioemotional skills development at school

Victoria Espinoza, Ricardo Rosas, Bárbara Schmidt, Jimena Saravia

151-162

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Bibliometric Analysis on Reflective Practice in Teacher Training

Alexis Antonio Lizana Verdugo, Marisol Rebeca Muñoz Cruz

163-181

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Relational Trust in Schools: A Literary Review from 2000 to 2019

Anderson Geovany Rodríguez Buitrago, Luz Yolanda Sandoval–Estupiñan

183-203

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Short version of Raven progressive matrices scale for gifted population: An Item Response Theory approach

Carlos Calderón Carvajal, Diego Palominos-Urquieta, Mauricio Briceño, Jorge Rojas, Kevin Peña, Diego Henríquez

205-226

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School career and university admission processes in Chile: between academic talent and the reproduction of gaps

Carlos Rodríguez Garcés, Denisse Espinosa Valenzuela, Geraldo Padilla Fuentes, Claudia Suazo Ruíz

227-241

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University student absenteeism to virtual classes. A case study of two different careers from the University of Concepcion, Chile

Carmen Gloria Pérez Riquelme, Claudia Troncoso Andersen

243-253

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Development of a proposal for the integration of Mathematics and Science in Initial Teacher Training

Catalina Iturbe-Sarunić, Marcela Silva-Hormazábal

255-279

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Critical deconstruction of the indiscriminate use of administration and management categories in curricula that forms professionals in the field of Physical Education in South America

Daniel Felipe Trejos Cardona

281-303

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The formative-punitive discourse of university teacher: power relations in the evaluation of students in initial teacher training

Diana Flores Noya, Nicolás Díaz Barrera, José Alfredo Moncada Sánchez

305-320

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Scientific readings at university: Analysis from the materials used

José Santiago Álvarez Muñoz, Elisa Isabel Sánchez-Romero, Mª Ángeles Hernández Prados

321-334

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Cyberbullying in Chile: evidence and pathways for future research from a systematic review

Elizabeth Pardo-González, Sidclay B. Souza

335-353

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Full Issue

EDITORIAL

The challenges of the times

INVESTIGACIONES

“But practice proves otherwise”: appraisal of the knowledge gained during initial teacher training among in-service English teachers in Chile 2016-2019

Families perceptions about the use and integration of Tablets in schools: The case of Spain

Systematization of coeducation experiences in alternative basic education in Colombia

Processes of teacher improvement at Universidad de Tarapacá and its relationship with performance indicators

Subjective theories in teachers about instructional time and its relationship with teaching-learning

How Does Incommensurability Govern The Theoretical Movement Of The PCK Towards Health Science Education?

Influence of academic leadership in meaningful learning of students of the Faculty of Engineering, University of La Serena, Chile

Rubric to evaluate a curriculum design under the socioformative approach

Implementation of a program to promote socioemotional skills development at school

Bibliometric Analysis on Reflective Practice in Teacher Training

Relational Trust in Schools: A Literary Review from 2000 to 2019

Short version of Raven progressive matrices scale for gifted population: An Item Response Theory approach

School career and university admission processes in Chile: between academic talent and the reproduction of gaps

University student absenteeism to virtual classes. A case study of two different careers from the University of Concepcion, Chile

Development of a proposal for the integration of Mathematics and Science in Initial Teacher Training

Critical deconstruction of the indiscriminate use of administration and management categories in curricula that forms professionals in the field of Physical Education in South America

The formative-punitive discourse of university teacher: power relations in the evaluation of students in initial teacher training

Scientific readings at university: Analysis from the materials used

Cyberbullying in Chile: evidence and pathways for future research from a systematic review