Published: 2022-12-30

Full Issue

Estudios Pedagógicos v.48 n.4 (Español (España))

EDITORIAL

Considerations on Education and its dissemination spaces. From the formal to the complex

Javier F. A. Vega Ramírez

7-11

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INVESTIGACIONES

Ethno-national foreign school concentration: A new form of educational discrimination and exclusion? The case of Santiago of Chile

Ilsa Mendoza-Mendoza

13-31

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Reconceptualization of cultural heritage with teachers in early childhood education training

Jose Antonio López Fernández

33-51

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The universe of emotions in the configuration of the identity of being a Natural Sciences teacher

José Olivo-Franco

53-74

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Teacher competences’ perception in Secondary Education: a comparative analysis from the point of view of the agents involved

Lucía Sánchez-Tarazaga, Reina Ferrández-Berrueco

75-96

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The first year as a Secondary Education teacher in Spain

Lucía Sánchez-Urán, Soledad Rappoport, Bianca Thoilliez, Héctor Monarca

97-115

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Institutional tensions and practices in the approach of death at school: a study of three cases in Chile

Maili Ow, Helena Montenegro

117-136

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Conversation and gaze in urban and rural first grade classrooms

Marco Villalta, Cecilia Assael Budnik, Jo Lebeer, Ariel Segovia Fernandez

137-155

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Design of a didactic experience to address the study of the variable

Mayra Uribe-Hernández, Victor Larios-Osorio, Luis Roberto Pino-Fan

157-176

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Mathematical argumentation through a methodological and audiovisual approach in an ubiquitous learning context

Mirelia Dayana Arhuire de la Cruz, Paola Stephanie Olivares Mamani, Rocío Serrano Rodríguez, Fabiola Mary Talavera Mendoza

177-199

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Differential access of immigrant educators to the Chilean school system: Characteristics of an emerging phenomenon

Natalia Ferrada, Lorena Ortega, Marcela Tapia

201-224

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Heritage-school-community articulation: a cartographic approach from Bronfenbrenner’s ecological theory for rural situated learning

Ninoska Muñoz Lira, Patricia Thibaut

225-246

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Emotions without Phenomenology? Reflection on literature on teachers’ emotions

Octavio Poblete-Christie, Rodolfo Bächler Silva

247-264

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Purposes of university MOOCs: an approach from a multi-case study

Paloma Sepúlveda-Parrini, Paloma Valdivia-Vizarreta, Pilar Pineda-Herrero

265-282

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Circles of Pedagogical Reflection for the development of Teaching Digital Competence

Francisco Recio-Muñoz, Sonia Santoveña-Casal

283-296

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Participation, citizenship and inclusive education: possibilities to think of the student as a political subject

Luis Jiménez, René Valdés

297-315

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Social representations and experiences of sexism in teachers from Santiago and Valparaíso

Francisco Vidal Velis, Daniela Lillo Muñoz, Jaime Barrientos Delgado, Isabel Pérez Zamora, Rosa Montecinos Molina

317-336

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A Discipline in Transition: Didactics of History and Initial Teacher Training in Chile

Carolina Chávez Preisler

337-356

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Educational research in Chilean State Universities: critical knots and proposals to transcend the logics of performativity and the market

Javier Campos-Martínez, Teresa Flórez Petour, Marcela Romero Jeldres, Mailing Rivera Lam, Mario Garay Aguilar

357-376

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The explicit teaching in current didactic discussion

Agustín Gori, Beatriz Diuk, Daniel Feldman

377-396

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The textual composition tasks as a window to the writing teaching in primary school

María Silvina Márquez, Nora Isabel Scheuer, José Fernando Aguilar Bascopé, María Puy Pérez Echeverría

397-418

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Study on the comprehension of the heritage concept underlying the curriculum framework in Chile

Carolina Aroca Toloza, Susan Sanhueza Henríquez, María Jesús Viviani Montalva, Daniela Puentes Chávez

419-434

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Closeness to pedagogy of the game as critic perspective in and with the individuals

Viviana Soto Aranda

435-450

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