Published: 2023-12-15

Full Issue

Estudios Pedagógicos v.49 n.2 (Español (España))

EDITORIAL

Educational Research as an area of teacher development

Javier F. A. Vega-Ramírez

7-11

pdf (Español (España))

INVESTIGACIONES

Emotional factors and learning in the context of a pandemic. Key issues for future crises

Guiomar Salvat-Martinrey, David García-Marín, Mauricio Javier Mancilla-Muñoz

13-33

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Knowledge organization, networks and visual complexity: resources for the development of inter-transdisciplinary dynamics in university contexts

Rodrigo Browne, Carolina Urbina, Harold Dupuis, Iván Oliva

35-46

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Parental education programs for parents with children up to age six. A systematic review

Francisco José Rubio-Hernández

47-66

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The registration and analysis of interactions in virtual classrooms: a methodological proposal

Ariana Fragoza-González, Graciela Cordero-Arroyo, María Cecilia Fierro-Evans, María Bertha Fortoul-Ollivier

67-85

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University dropout in Latin America: An ecological perspective

Jaime Alberto Castro-Martínez, Gerardo Machuca-Téllez

87-108

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Inclusion in higher education: A trend analysis from the bibliometric perspective

Liliana Pedraja-Rejas, Andrés Bernasconi, Emilio Rodríguez-Ponce, Camila Muñoz-Fritis

109-132

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An epistemological perspective to interdisciplinary processes in professional training

M. Alicia Venegas-Thayer

133-152

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Linguistic knowledge in the teaching of the first language: an analysis of the curricular bases

Manuel Rubio-Manríquez, Patricio Moya-Muñoz

153-175

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Narratives of students and teachers in a public school: perspectives based on the ethics of care

Margarita Cortés-Concha, María Inés Winkler-Müller, Carolina Jorquera-Martínez, Victoria Vargas-Canales

177-199

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Implications in the development of remote tutoring in basic and secondary education

Marisela Vivas-García, María Antonia Cuberos

201-220

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Authoritarianism of school principals and administrators: the dark side of school violence and leadership

Miguel Stuardo-Concha, Imanol Santamaría-Goicuria, Irune Corres-Medrano

221-241

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Teachers in Chile during the COVID Pandemic: A quantitative study of their emotions, wellbeing and professional burnout

Paulina Guzmán, Jorge J. Varela, Xavier Oriol, Arnaldo Canales, Arturo Quintana

243-262

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Co-teaching and inclusion in schools: opportunities and limits of a unique model for diverse contexts

Sofia Larrazabal-Bustamante, Rosario Palacios-Ruiz-de-Gamboa, Rocío Berwart-Olave

263-278

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The strategies of law N°20.910 which creates fifteen state Technical Training Centers in Chile

Irene Villalobos-Saldivia

279-297

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Classroom narrative inquiry: stories about practice for teacher learning and professional development

Ivan Salinas-Barrios, Fernanda del-Pozo-Valdés, Nicole González-Carrillo

299-319

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Reflections on teaching work based on the Special Regime of Administrative Law (REDA)

Andrêza Renata do-Nascimento-Melo, Raimunda Aurea Dias-de-Sousa

321-339

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For an inclusive education free of ableism: the importance of alterity as foundation

Alberto Sánchez-Rojo

341-356

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Academic writing and self-efficacy in students of social and human sciences at a Peruvian university

Aymé Barreda-Parra, Rosa Núñez-Pacheco, Osbaldo Turpo-Gebera, Cesar H. Limaymanta, Ma Cruz Sánchez-Gómez

357-371

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Challenging notions of teachers’ work: Critiques, proposals, and bilinguisms from the teaching profession

Dámaris Villalba-Pino, Francisco Valdés-Flores, M. Beatriz Fernández

373-392

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Between forest and classrooms: Study of an endogenous project to integrate education and sustainability

David García-Romero, Paloma Redondo-Corcobado, Gabriela Míguez-Salina

393-416

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Feedback in the development of social thinking in secondary education

David Herrera-Araya, María Isabel Toledo-Jofré

417-437

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Women in the academy: Description of a gendered organization from a systematic review

Alejandra Andrea Crocco-Valdivia, Caterine Galaz-Valderrama

439-454

pdf (Español (España))