Grupo de investigación en estrategias de lectura y escritura académicas, SINTE-Lest · URL

http://site.blanquerna.url.edu/lest/  

Investigador principal:
Castelló Badia, Montserrat

Investigadores:

Liesa, Eva (URL), Mayoral, Paula (URL), Cano, Maribel (URL), Corcelles, Mariona (URL), Iñesta, Anna (URL), Pardo, Marta  (URL), Casanovas, Marc (URL), Canelo, Jesús (URL), Aguayo, Mariela (URL), Sala, Anna (becària FPU), Suñé, Núria (becària FI), Mireia, Giralt (becària FI), Karina Vargas (becària BRB), Raquel Moya.

Principales líneas de investigación que desarrolla el grupo:

  • Enseñar y aprender a escribir textos académicos como herramienta epistémica
  • La regulación del proceso de escritura de textos académicos
  • Prácticas, concepciones y asesoramiento sobre la escritura académica y el conocimiento estratégico
  • La construcción de la identidad de profesores e investigadores

Proyectos en proceso:

Proyecto: Researcher Identity Development: Strengthening Science in Society Strategies (RID-SSISS)
Entidad financiadora: Erasmus+ programme of the European Union. Horizon 2020 program
Referencia: 2017-1-ES01-KA203-038303
Duración: 2017- 2020
Investigadora principal: Montserrat Castelló

Proyecto: Supervisor Training – A Hub for Collaboration and Internationalisation
Entidad financiadora: 05098 – The Swedish Foundation for International Cooperation in Research and Higher Education
Referencia: 202100-2973
Duración: 2016-2019
Rol en el proyecto: Member of the International Advisory board
Investigadora principal:: Juha Niemenhen, Karolinska Institute.

Proyecto: Financing Policies for Inclusive Education Systems – Effective funding tools for reducing disparity in education – FPIES.
Entidad financiadora: 4922 – European Agency For Special Needs and Inclusive Education
Referencia: 562142-EPP-1-2015-1-DK-EPPKA3-PI-FORWARD
Duración: 2016- 2018
Rol en el proyecto: Evaluation Partner
Investigadora principal: Amanda Watkins, European Agency for Development in SNE.

Título: COST Action IS1401: Fortalecimiento de las capacidades de los europeos mediante el establecimiento de la red europea de alfabetización
Entidad financiadora: European Cooperation in Science and Technology (ISCH COST Action IS1401)
Investigadora principal: Montserrat Castelló
Inicio: 2014 Fin: 2018

Título: Formación de la identidad del investigador novel en CCSS (FINS)
Entidad financiadora: Ministerio de Economía y Competitividad. DGICyT. Programa de I+D+i Orientada a los Retos de la Sociedad. (CSO2013-41108-R)
Investigadora principal: Montserrat Castelló Badia
Inicio: 2014 Fin: 2017

Publicaciones destacadas del grupo (últimos 5 años): 

Libros y capítulos de libro

Castelló, M., Pyhältö, K., & McAlpine, L.  (2017). European Cross-National Mixed-Method Study on Early Career Researcher Experience (Chapter 7).  In A.J. Jaeger & A. J. Dinin (Eds.), The Postdoc Landscape. The Invisible Scholars (pp. 143-174). New York: Academic Press; Springer.

Bañales, G., Castelló, M. & Vega, N. (Coords.). (2016). Enseñar a leer y escribir en la educación superior. Propuestas educativas basadas en la investigación. Serie: Lenguaje, Educación e Innovación (LEI). Ediciones SM/CeIDEA/U.A.T, Mèxico

Corcelles, M., Castelló, M. y Mayoral, P. (2016).  El desarrollo de la voz del escritor: argumentar en los estudios de postgrado. En I. Ballano y I. Muñoz (coords.), La escritura académica en las universidades españolas (pp. 1-17). Bilbao: Deusto digital

Artículos

Sala-Bubaré, A. & Castelló, M. (2018). Writing regulation processes in higher education: a review of two decades of empirical research.Readi ng and Writing,31(4), 757-777.

Castelló, M., McAlpine, L., & Pyhältö, K. (2017). Spanish and UK post-PhD researchers: Writing perceptions, well-being and productivity. Journal of Higher Education Research & Development, 36(6), 1108-1122. http://dx.doi.org/10.1080/07294360.2017.1296412

Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñe, N. (2017). Why do students consider to drop out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053-1068. doi:10.1007/s10734-016-0106-9

Castelló, M., Sala-Bubaré, A., & Bautista, A. (2017). Being a researcher is not only a matter of publishing: learning to review scientific articles/No solo de publicar viven los investigadores: aprender a revisar artículos científicos. Infancia y Aprendizaje, 40(3), 599-656.

Cerrato-Lara, M., Castelló, M., García-Velázquez, R. & Lonka, K. (2017). Validation of The Writing Process Questionnaire in two Hispanic populations: Spain and Mexico. Journal of Writing Research, 9(2), 151-171. https://doi.org/10.17239/jowr-2017.09.02.03

Corcelles, M., Cano, M., Mayoral, P. y Castelló, M. (2017.) Enseñar a escribir en la Universidad: el Trabajo final de Grado. Signos, 50(95), 337-360.

González-Ocampo G., & Castelló (2017). Writing in doctoral programmes: Examining supervisors’ perspectives. Higher Education. DOI: 10.1007/s10734-017-0214-1

McAlpine, L., Pyhältö, K. & Castelló, M. (2017) Building a more robust conception of early career researcher experience: What might we be overlooking? Studies in continuing education. http://dx.doi.org/10.1080/0158037X.2017.1408582

Pyhältö, K., McAlpine, L., Peltonen, J., & Castello, M. (2017). How does social support contribute to engaging post-PhD experience?. European Journal of Higher Education, 7(4), 373-387. http://dx.doi.org/10.1080/21568235.2017.1348239

Cano, M. y Castelló, M. (2016). Evolución del discurso argumentativo ante diferentes demanda de escritura. Infancia y Aprendizaje, 39(1), 84-118. DOI: 10.1080/02103702.2015.1111604

Gallego, L., Castelló, M., & Badia, T. (2016). Faculty feelings as writers: Relationship with writing genres, perceived competences and values associated to writing. Higher Education, 71(5), 719-734. DOI 10.1007/s10734-015-9933-3.

Sala-Bubaré, A. & Castelló, M. (2016). Exploring the relationship between doctoral students’ experiences and research community positioning. Studies in Continuing Education,39(1), 16-34. http://dx.doi.org/10.1080/0158037X.2016.1216832

Castelló, M. (2015) (Coord.). Writing at University. Analyzing Faculty’s and Students’ Conceptions, Ideas and Beliefs. Special Issue / Escribir en la Universidad. Análisis de las concepciones, ideas y creencias de estudiantes y profesores. Monográfico. Cultura y Educación, 27(3), 456-476. DOI: 10.1080/11356405.2015.1072362.

Castelló, M. & Mateos, M. (2015). Faculty and student representations of academic writing at Spanish universities / Las representaciones de profesores y estudiantes sobre la escritura académica en las universidades españolas. Cultura y Educación, 27(3), 477-503. DOI: 10.1080/11356405.2015.1072357.

Castelló, M., McAlpine, L., & Pyhältö, K. (2015). Trends influencing researcher education and careers: What do we know, need to know and do in looking forward (Special Issue). Frontline Learning Research, 3(4), 15-18.

Castelló, M., Kobayashi, S., McGinn, M. K., Pechar, H., Vekkaila, J., & Wisker G. (2015). Researcher Identity in Transition: Signals to Identify and Manage Spheres of Activity in a Risk-Career. Frontline Learning Research (Special Issue), 3(4), 19 – 34.

Corcelles, M., & Castelló, M. (2015). Learning to think philosophically trough  collaborative writing in secondary education. Jounal of Writing Research , 7(1), 157-200. http://dx.doi.org/ 2010.17239/jowr-2015.07.01.07

Corcelles, M., Oliva, A., Castelló, M., & Milian, M. (2015). Writing at university: are we on the same page? / Escribir en la universidad: ¿nos entendemos?. Cultura y Educación, 27(3), 534-568, DOI: 10.1080/11356405.2015.1072359

Mayoral, P. y Castelló, M. (2015). Profesorado novel y feedback del tutor. Un estudio de casos. Profesorado. Revista de currículum y formación del profesorado, 19(1), 346-362.

Aguayo, M., Castelló, M. y  Monereo, C.(2014). La identidad del académico de enfermería: entre la docencia y la investigación. Texto y Contexto Enfermagem, 23(2), 241- 249.

Castelló, M. (2014). Los retos actuales de la alfabetización académica: estado de la cuestión y últimas investigaciones. Enunciación, 19(2), 346-365. http://dx.doi.org/10.14483/udistrital.jour.enunc.2014.2.a13

Ponencias destacadas en congresos y seminarios (últimos 5 años):

Castelló, M., Sala-Bubaré, A., Suñé-Soler, N., & Pardo, M. (2017, August). Post-PhD researchers’ writer identity development: Relationship between conceptions and experiences. 17th Biennial EARLI Conference, Tampere, Finland.

Corcelles, M., Cano, M., González-Ocampo, Liesa, E. & Castelló, M. (2017, August) What are the most positive and negative significant events in the doctoral journey?. Paper accepted for presentation at 17th Biennial EARLI Conference in University of Tampere. Tampere, Finland.

Gallego. L., Castelló, M., & Badia, A. (2017, junio). ELT University Teachers’ Identity: Repertoires about Teaching and Research. IX Coloquio Internacional sobre Investigación en Lenguas Extranjeras (CIILE). Granada, España

González-Ocampo, G. & Castelló, M. (2017, August) “The doctoral supervisor journey: experiences and feelings”. Paper accepted for presentation at 17th Biennial EARLI ConferenceI 2017 in University of Tampere. Tampere, Finland.

González-Ocampo, G., Corcelles, M., Cano, M., Liesa, E., & Castelló, M., (2017, August). Constructing academic trajectories: What are the most positive and negative significant events in the doctoral journey?. 17th Biennial EARLI Conference 2017 in University of Tampere. Tampere, Finland.

Liesa, E.,  Badia, T., & Monereo, C., (2017, September). Early researchers’ identity positions based on significant events in research. European Association for Research on Learning and Instruction. 29 d’agost a 2 de setembre de 2017. 17th Biennial EARLI Conference. Tampere, Finland.

Mayoral, P. y Civís, M. (2017, julio) Aprendizaje entre iguales en el Practicum: el apadrinamiento entre estudiantes de 1º y 3º en los grados de Educación infantil y Primaria. Symposium POIO 2017. Recursos para un Prácticum de calidad.   Poio, Portugal.

Mayoral, P. & Becerril, L (2017, August). Significant events and skills development in the first year of PhD doctoral students. 17th Biennial EARLI Conference. Tampere, Finland.

Monereo, C., Badia, T. y Liesa, E. (2017, mayo) Posiciones identitarias de los investigadores noveles basadas en eventos significativos, III Congreso ISCAR Ibérico. 11-13 mayo, Carmona, Sevilla, España.

Pardo, M (2017, August). Learning to be a good Reviewer: the effects of reviewing on one’s own writing. EARLI- JURE. Tampere, Finland.

Sala-Bubaré, A., Castelló, M., & Rijlaarsdam, G. (2017, August). Doctoral students’ writing regulation processes. 17th Biennial EARLI Conference. Tampere, Finland.

Sala-Bubaré, A. & Castelló, M. (2017, February). Doctoral students’ regulation episodes when writing the first scientific article. Writing Research Across the Borders Conference. Bogotá, Colombia.

Suñé-Soler, N., Monereo, C., & Castelló, M. (2017, August). Doctoral Support Networks: Characteristics and relationships with research conditions. EARLI – JURE, Tampere, Finland.

Suñé-Soler, N. (2017, February). REDES-id: Una aplicación web para explorar y fomentar el desarrollo de la Identidad Investigadora. Poster presented at the 5th Jornada Investigadors Predoctorals Interdisciplinària –JIPI, February 9th, 2017, University of Barcelona. Barcelona, España.

Álvarez, M., Castelló, M., Elexpuru, I., Villardón, L., & Yaniz, C. (2016, June). Why research is performed and what is it for in Social Sciences? Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Aguayo, M., Castelló, M., & Monereo, C.  (2016, September). La identidad del académico de enfermería: estudio de una situación de transición profesional. Poster presentado en el VII Congreso de investigación cualitativa en Salud. Barcelona, España.

Badia, T., Liesa, E., & Monereo, C. (2016, June). Identity positions and trajectories of ECR based on significant events. Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Becerril, L., Mayoral, P., & Vall, B. (2016, June). Significant events and skills development in the first year of PhD doctoral students. Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Calatrava, M., Corcelles, M., Skakni, I. ,& McAlpine, L. (2016, June).  Networks and communities of post-doctoral researchers. Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Calatrava, M., Corcelles, M., Skakni, I., & McAlpine, L. (2016, June).  Coding Guidelines and Lessons Learnt for a Joint Analysis. Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Castelló, M.  (2016, July). The study of identity and voice through the use of mixed-methods. Invited talk at the Research School of SIG Writing conference (EARLI), Liverpool, UK.

Castelló, M. (2016, August). Developing a researcher identity: PhD students’ writing conceptions and research related conditions.  Paper presented at the 31th International Congress of Psychology (ICP2016), Yokohama, JAPAN.

Castelló, M. & Lindgren, E. (2016, July). Intervention, identity and regulation in writing. Work-shop at the Research School of SIG Writing conference (EARLI), Liverpool, UK.

Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñe-Soler, N. (2016, June). Why do students drop out of doctoral degrees? Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’, Universidad Ramon Llull. Barcelona, España.

Castelló, M., McAlpine, L., & Pyhältö, K. (2016, June). Spanish and UK post-PhD researchers: Writing perceptions, well-being and productivity. Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Castelló, M. & Pyhältö, K. (2016, June). Longitudinal mixed-method comparative approach.Invited talk in SIG Researcher Education and Careers Conference. Porto, Portugal

Castelló, M. McAlpine, L., & Pyhältö, K. (2016, June).  Graduate trajectories. A view from researchers. Paper presented at the 9th EUACDE. Annual Meeting European University Association,  hosted by Rovira i Virgili University, Tarragona, Spain.

Cerrato-Lara, M., Castelló, M., & Lonka, K. (2016, April). The Doctoral Experience from the Students Perspectives: A Systematic Review.  Paper presented at the  2016 AERA Annual Meeting: Public Scholarship to Educate Diverse Democracies, Washington D.C., USA.

Corcelles, M. & Calatrava, M. (2016, June).  Coding book and challenges for a joint analysis. MaxQDA (tips for an efficient use). Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Corcelles, M., Cano, M., Liesa, E., Gonzalez, G., & Castelló, M. (2016, June). Constructing academic trajectories: what are the most positive and negative significant events in the doctoral journey? Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

McAlpine, L.,  Pyhältö, K., & Castelló (2016, June).  The potential of a mixed methods and multi-mode approach. Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Oliva-Girbau, A., Corcelles, M., Castelló, M., & Milán, M. (2016, July). Struggling for their own voice: what conflicts do postgraduate students face in argumentative writing? Paper presented at the SIG Writing Conference 2016, Liverpool Hope University, UK.

Pyhältö, K., Castelló, M., & McAlpine, L. (2016, June). Post PhD reseachers’ social support profiles. Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Sala, A., Suñé-Soler, N., Pardo, M., & Castelló, M. (2016, July). Writing in the doctorate and beyond: Early Career Researchers’ conceptions and relationship with practices and research-related conditons. Paper presented at the SIG Writing Conference 2016, Liverpool Hope University, UK.

Suñé-Soler, N. & Monereo, C. (2016, June). Critical incidents during the doctoral journey. Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Suñé-Soler, N. (2016, June). REDES-Id questionnaire. Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Weise, C., Aguayo, M., & Casanova, M. (2016, June). Starting a PhD: significant events and associated feelings. Paper presented at the Annual International Seminar for the project ‘Researcher Identity Development in the Social Sciencies’. Universidad Ramon Llull. Barcelona, España.

Cerrato-Lara, M., Castelló, M., & Lonka, K. (2016, April). The Doctoral Experience from the Students Perspectives: A Systematic Review. Paper presented at the 2016 AERA Annual Meeting: Public Scholarship to Educate Diverse Democracies, Washington D.C., UUEE.

Castelló. M., Pyhältö, K., & McAlpine, L. (2015). Post-doc experiences related to writing and well-being. Symposium. Society for Research into Higher Education (SRHE). Annual Conference. Newport, UK.

Cerrato-Lara, M., Castelló, M., & Lonka, K. (2015, August). Phd Students’ Perspectives On Academic Writing. Towards A Reflective Society. 16th Biennial EARLI Conference For Research On Learning And Instruction. Limassol, Cyprus.

Pardo, M. & Castelló, M. (2015, August) Teaching Writing To Learn In Higher Education. Towards A Reflective Society. 16th Biennial EARLI Conference For Research On Learning And Instruction. Limassol, Cyprus.

Sala, A. & Castelló, M. (2015, August). Relevant experiences and socialization in the community in the doctoral journey. 16th Biennial EARLI Conference For Research On Learning And Instruction. Limassol, Cyprus.

Mayoral, P. & Liesa, E. (2015, junio). Analysis of critical incidents and coping strategies in university teachers as a training method. Changing faculty identity through a formation based on the analysis of critical incidents. 3rd International Congress of Educational Sciences and Development. San Sebastián, España.

Cano, M.  (2015, junio). La escritura académica-científica: cómo escribir un artículo científico. Facultad de Psicología, departamento de doctorado, de la Universidade Federal de Pernambuco. Recife, Brasil.

Be Sociable, Share!