Recently added

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

Campos-Martínez, Javier; Flórez Petour, Teresa; Romero Jeldres, Marcela; Rivera Lam, Mailing; Garay Aguilar, Mario. Pedagogical Studies; Vol. 48 No. 4 (2022); 357-376

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

Aroca Toloza, Carolina; Sanhueza Henríquez, Susan; Viviani Montalva, María Jesús; Puentes Chávez, Daniela. Pedagogical Studies; Vol. 48 No. 4 (2022); 419-434

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

Márquez, María Silvina; Scheuer, Nora Isabel; Aguilar Bascopé, José Fernando; Pérez Echeverría, María Puy. Pedagogical Studies; Vol. 48 No. 4 (2022); 397-418

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

Vidal Velis, Francisco; Lillo Muñoz, Daniela; Barrientos Delgado, Jaime; Pérez Zamora, Isabel; Montecinos Molina, Rosa. Pedagogical Studies; Vol. 48 No. 4 (2022); 317-336

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

Chávez Preisler, Carolina. Pedagogical Studies; Vol. 48 No. 4 (2022); 337-356

The explicit teaching in current didactic discussion

Gori, Agustín; Diuk, Beatriz; Feldman, Daniel. Pedagogical Studies; Vol. 48 No. 4 (2022); 377-396

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

Soto Aranda, Viviana. Pedagogical Studies; Vol. 48 No. 4 (2022); 435-450

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

Jiménez, Luis; Valdés, René. Pedagogical Studies; Vol. 48 No. 4 (2022); 297-315

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

Muñoz Lira, Ninoska; Thibaut, Patricia. Pedagogical Studies; Vol. 48 No. 4 (2022); 225-246

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

Ferrada, Natalia; Ortega, Lorena; Tapia, Marcela. Pedagogical Studies; Vol. 48 No. 4 (2022); 201-224

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

Arhuire de la Cruz, Mirelia Dayana; Olivares Mamani, Paola Stephanie; Serrano Rodríguez, Rocío; Talavera Mendoza, Fabiola Mary. Pedagogical Studies; Vol. 48 No. 4 (2022); 177-199

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

Sepúlveda-Parrini, Paloma; Valdivia-Vizarreta, Paloma; Pineda-Herrero, Pilar. Pedagogical Studies; Vol. 48 No. 4 (2022); 265-282

Circles of Pedagogical Reflection for the development of Teaching Digital Competence

Recio-Muñoz, Francisco; Santoveña-Casal, Sonia. Pedagogical Studies; Vol. 48 No. 4 (2022); 283-296

Emotions without Phenomenology? Reflection on literature on teachers’ emotions

Poblete-Christie, Octavio; Bächler Silva, Rodolfo. Pedagogical Studies; Vol. 48 No. 4 (2022); 247-264

The first year as a Secondary Education teacher in Spain

Sánchez-Urán, Lucía; Rappoport, Soledad; Thoilliez, Bianca; Monarca, Héctor. Pedagogical Studies; Vol. 48 No. 4 (2022); 97-115

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

Sánchez-Tarazaga, Lucía; Ferrández-Berrueco, Reina. Pedagogical Studies; Vol. 48 No. 4 (2022); 75-96

Estudios Pedagógicos: Recent submissions

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

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

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

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

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

The explicit teaching in current didactic discussion

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

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

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

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

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

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

Circles of Pedagogical Reflection for the development of Teaching Digital Competence

Emotions without Phenomenology? Reflection on literature on teachers’ emotions

The first year as a Secondary Education teacher in Spain

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

Reconceptualization of cultural heritage with teachers in early childhood education training

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

Conversation and gaze in urban and rural first grade classrooms

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

Estudios Pedagógicos: Recent submissions

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

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

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

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

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

The explicit teaching in current didactic discussion ﻿

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

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

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

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

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

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

Circles of Pedagogical Reflection for the development of Teaching Digital Competence ﻿

Emotions without Phenomenology? Reflection on literature on teachers’ emotions ﻿

The first year as a Secondary Education teacher in Spain ﻿

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

Reconceptualization of cultural heritage with teachers in early childhood education training ﻿

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

Conversation and gaze in urban and rural first grade classrooms ﻿

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

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

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

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

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

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

The explicit teaching in current didactic discussion

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

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

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

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

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

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

Circles of Pedagogical Reflection for the development of Teaching Digital Competence

Emotions without Phenomenology? Reflection on literature on teachers’ emotions

The first year as a Secondary Education teacher in Spain

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

Reconceptualization of cultural heritage with teachers in early childhood education training

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

Conversation and gaze in urban and rural first grade classrooms

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