Principal investigator:
Castelló Badia, Montserrat
Researchers:
Liesa, Eva (URL), Mas, Joana (URL), Mayoral, Paula (URL), Cano, Maribel (URL), Corcelles, Mariona (URL), Sala-Bubaré, Anna (URL), Giralt, Mireia (URL-UAB), Sala-Bars, Ingrid (URL), Balcells, Anna (URL), Baqués, Natasha (URL), Garcia, Simon (URL), Muries, Olga (UOC), Diaz, Laura (UB), Contreras, Natalia (URL).
Research Trainees:
García-Morante, Marina (URL), Meneses, Carla (URL), Mo, Lisha (URL), Gómez-Porta Yamida (URL), Rillo-Gómez, Marina (URL), Angulo, Salvador (URL), Chiquero, Cristina (URL), León, Bárbara (URL).
Main research lines developed by the group:
– Development of researcher identity. Implementing the principles of responsible research and innovation in training contexts for both early-career researchers and innovative professionals. https://www.researcher-identity.com/
– Development of professional identity in education. Promoting the development of the teaching identity of future teachers, in-service educators, and other education professionals (principals, advisors, mentors). Project link: https://www.inquiring-teacher.com/
– Development and intervention in contexts of diversity, inclusion, and cooperation. Designing inclusive and peer-learning environments. Promoting the identity development of minoritized communities in contexts of cultural diversity and social exclusion, as well as the study and diagnosis of needs in the field of child welfare, early intervention, child protection, and family support.
Projects (2021–2025)
Development of the researcher’s identity
Title: Escriure textos argumentatius fent un ús ètic i epistèmic de la intel·ligència artificial generativa: anàlisi d’una intervenció educativa (Writing argumentative texts with an ethical and epistemic use of generative artificial intelligence: analysis of an educational intervention.) Funding entity: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Amount: 2.800. Date: 2023-2024. IP: Dra. Mariona Corcelles and Dra. Anna Sala.
Title: Avaluació de la política pública de doctorats industrials de la Generalitat de Catalunya (Evaluation of the public policy on industrial doctorates of the Government of Catalonia). Funding Entity: Consorci de Serveis Universitaris de Catalunya (CSUC). Amount: 32.000. Date: 2023-2024. IP: Dra. Montserrat Castelló.
Title: Researcher Identity and Career Trajectories – ECRID. Funding entity: Ministerio de Ciencia, Innovación y Universidades. Amount: 56.870. Date: 2020-2024. IP: Dra. Montserrat Castelló. Ref.: PID2019-109358RB-I00.
Title: Desenvolupament d’investigadors novells: trajectòries professionals fora de l’àmbit acadèmic i perfils d’ocupadors (Development of early-career researchers: professional trajectories outside the academic field and employer profiles). Funding entity: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Amount: 2.750. Date: 2022-2023. IP: Dra. Anna Sala Bubaré
Title: Avaluació de les competències d’emprenedoria dels estudiants a Andorra (Evaluation of the entrepreneurial competencies of students in Andorra). Funding entity: Govern d’Andorra. Amount: 32.000. Date: 2022-2023. IP: Dra. Montserrat Castelló.
Title: Digitalització de l’escriptura acadèmica (Digitalization of academic writing). Funding entity: SNSF (SNF-Projektförderung). Amount: 104.150. Date: 2019-2024. IP: Dra. Montserrat Castelló
Title: Cocreació de consciència social i carreres investigadores per al desenvolupament de la recerca i la innovació responsables (Co-creation of social awareness and research careers for the development of responsible research and innovation). Funding entity: Aristos Campus Mundus (ACM). Amount: 15.000. Date: 2021-2022. IP: Dra. Montserrat Castelló Badia.
Title: Desenvolupament d’investigadors novells: trajectòries professionals fora de l’àmbit acadèmic i perfils d’ocupadors (Development of early-career researchers: professional trajectories outside the academic field and employer profiles). Funding entity: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Amount: 2.500. Date: 2021-2022. IP: Dra. Anna Sala Bubaré. Ref.: APR-FPCEE2022/07.
Title: Desenvolupament de la identitat d’investigadors en l’inici de la carrera: recerca dins i fora del món acadèmic (Development of the identity of researchers in the early stages of their career: research inside and outside the academic world). Funding entity: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Amount: 10.000. Date: 2021-2021. IP: Dra. Mariona Corcelles. Ref.: 2021-URL-Proj-041.
Development of professional identity in education
Title: Teacher inquiry-based practices: mapping the situation in Spanish schools and validating evidence-based training (TIP-MapVa). Funding entity: Ministerio de Ciencia e Innovación. Amount: 56.400. Date: 2022-2026. IP: Dra. Eva Liesa. Ref. PID2021-128483OB-100.
Title: Pràctiques basades en la indagació dels mestres en formació d’Educació Primària: propòsit, valor i competències (Inquiry-based practices of pre-service primary education teachers: purpose, value, and competencies). Funding entity: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Amount: 1.700. Date: 2023-2024. IP: Dra. Paula Mayoral.
Title: Una experiència d’aprenentatge-servei: aprendre a analitzar i fonamentar pràctiques educatives a través de la indagació en un centre educatiu, en els estudis de Grau en Psicologia i MIPE (A service-learning experience: learning to analyze and underpin educational practices through inquiry in an educational center, in the Bachelor’s studies in Psychology and MIPE). Funding entity: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Amount: 1.750. Date: 2022-2024. IP: Dra. Eva Liesa.
Title: El desenvolupament dels processos d’innovació a través de la recerca: percepcions dels mestres de Primària (The development of innovation processes through research: perceptions of primary school teachers). Funding entity: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Amount: 2.500. Date: 2022-2023. IP: Dra. Paula Mayoral.
Title: La formació dels mentors per a la construcció de la identitat professional docent (The training of mentors for the construction of professional teaching identity). Funding entity: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Ref.: Programa de mentoria de 2es titulacions. Date: 2020-2024. IP: Dra. Maria Paula Mayoral and Dra. Eva Liesa.
Title: La millora de les pràctiques dels futurs mestres a partir de la seva participació col·laborativa en comunitats professionals d’aprenentatge basades en la indagació (Improvement of future teachers’ practices through their collaborative participation in inquiry-based professional learning communities). Funding entity: Agència de Gestió d’Ajuts Universitaris i de Recerca. Generalitat de Cataluña. AGAUR. Amount: 25.000. Date: 2021-2022. IP: Dra. Eva Liesa. Ref.: 2020 ARMIF 00027.
Title: La supervisió de les pràctiques dels futurs mestres a partir de processos d’indagació educativa a les escoles (Supervision of future teachers’ practices through educational inquiry processes in schools). Funding entity: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull.
Amount: 2.100. Date: 2021-2022. IP: Dra. Paula Mayoral.
Development and intervention in contexts of diversity, inclusion, and cooperation.
Title: Atenció Primerenca i Desenvolupament Professional. Reduint la bretxa entre la Recerca i la Pràctica (AT-DP). (Early Intervention and Professional Development. Reducing the gap between Research and Practice). Funding entity: Ministerio de Ciencia e Innovación. Date: 2023-2024. Amount: 40.172 €. IP: Dra. Joana Maria Mas Mestre and Dra. Anna Balcells Balcells. Ref.: PID2021-128020NA-I00.
Title: Estudi sobre els Centres de Desenvolupament Infantil i Atenció Precoç (CDIAP) a Catalunya. (Study on the Centres of Child Development and Early Intervention (CDIAP) in Catalonia). Funding entity: Departament de Drets Socials de la Generalitat de Catalunya. Date: 2024. Amount: 18.050,78 €. IP: Dra. Joana Maria Mas Mestre and Dra. Anna Balcells Balcells. Ref.: BE-2024-1626.
Title: Estudi sobre les necessitats d’informació i formació de les famílies de persones amb discapacitat intel·lectual. (Study on the information and training needs of families of individuals with intellectual disabilities). Funding entity: Plena Inclusió. Date: 2024. IP: Dra. Joana Maria Mas Mestre and Dra. Anna Balcells Balcells.
Title: COVID-19 and Family Quality of Life: Impact on University Students. Funding entity: El Instituto de Desarrollo Profesional (IDP-ICE). Amount: 1.630 €.
Date: 2021-2021. IP: Dra. Maria Carbó. URL col·laboradors: Dra. Joana Mas and Dra. Anna Balcells Balcells
Notable publications of the group (last 5 years):
Books and book chapters
2024
Valverde, M., Carvajal, J., García Álvarez, M. E., Jiménez López, M. D., Reguero, M. M. & Castelló, M. (2024). Spain. Dins V. Kumar & N. Wald (Eds.), Global Perspectives on Enhancing Doctoral Co-Supervision. Springer Singapore Pte. Limited. https://doi.org/10.1007/978-981-97-0460-6_10
2023
Boqué Torremorell, M. C., Alguacil, M., García Raga, L., Ribalta, M. D., y Sala-Bars, I. (2023). Hablemos de todo en paz: en casa, en la escuela, en el mundo: estrategias de comunicación interpersonal para educadores. Hablemos de todo en paz: en casa, en la escuela, en el mundo: estrategias de comunicación interpersonal para educadores (pp. 101-112). Narcea.
Boqué Torremorell, M. C., de Nicolás, M. A., García-Raga, L., Alcalde, M. D. R., i Sala-Bars, I. (2023). Families’ Discourse in Polarized Societies When Talking about Violence with Their Children in Catalonia. Dins C. Carter i R. K. Dhungana (Eds), Educating for Peace through Countering Violence (pp. 156-179). Routledge.
Castelló, M. (2023). Situated Regulation Writing Processes in Research Writing. Lessons from Research and Teaching. Dins Paul M. Rogers, David R. Russell, Paula Carlino, and Jonathan M. Marine (pp. 101-121). Writing as a Human Activity: Implications and Applications of the Work of Charles Bazerman. WAC. Clearinghouse. Colorado State University Press. https://doi.org/10.37514/PER-B.2023.1800.2.04
Castelló, M., Kruse, O., Rapp, C., & Sharples, M. (2023). Synchronous and Asynchronous Collaborative Writing. Dins Kruse, O. (coord.) Digital Writing Technologies in Higher Education: Theory, Research, and Practice (pp. 121-139). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-36033-6_8
Castelló, M., & Sala-Bubaré, A. (2023). Research writing as a tool for doctoral students and early career researchers’ development. Dins R. Horowitz (ed.). Handbook on Writing. Routledge (pp. 366-378). Routledge. http://dx.doi.org/10.4324/9780429437991-29
Duran, D., & De la Iglesia, B. (Coords), Corceles, M., Flores, M., Forteza, D., Garriga, I., Miquel, E., Monguilot, M., Moreno, F., Morodo, A., Noguera, I., Ortiz, M., Ribosa, J., Sala, I., i Soler, M. (2024). La observación entre iguales como herramienta para el desarrolo profesional docente. Informe de resultados de investigación. Universitat Autònoma de Barcelona. https://ddd.uab.cat/record/293377?ln=ca
Giné, C., Balcells, A., Mas, J., i Simon, C. (2023). Cómo promover la competencia parental y el bienestar: trabajar con las familias. Horsori.
Mumbardo-Adam, C., Vicente, E., & Sala-Bars, I. (2023). Self-determination assessment and promotion in Spanish higher education students: current situation and future challenges. Dins J.W. Madaus i L.L. Dukes (III, Eds), Research Handbook on Higher Education and Disability, (in press). Edward Elgar Publishing. https://doi.org/10.4337/9781802204056.00029
Sala-Bars, I., & Mumbardó-Adam, C. (2023). Enhancing Job Placement for Spanish Graduates with Disabilities: Challenges and Proposals. Dins Madaus, J.W., Dukes, L.L., III, Eds. Research Handbook on Higher Education and Disability. Edward Elgar Publishing: Northampton, MA, USA.
Sala-Bars, I., & Mumbardó-Adam, C. (2023). Higher education and labour integration: Spanish graduates with disabilities and professional competence. Dins Handbook of Higher Education and Disability (pp. 177-187). Edward Elgar Publishing. https://doi.org/10.4337/9781802204056.00022
Sala-Bars, I., & Moriña, A. (2023). Universal Design for Learning: A challenge and an opportunity for Spanish university. Dins J.W., Dukes, L.L., III, Eds. Research Handbook on Higher Education and Disability (pp. 365-376, a impressió). Edward Elgar Publishing. https://doi.org/10.4337/9781802204056.00040
Serrano, A., Cañadas, M., y Mas, J. (2023). La formación de los profesionales para trabajar con las familias. Dins Cómo promover la competencia parental y el bienestar: trabajar con las familias (pp. 273-292). Horsori.
2022
Castelló, M. (2022). Research Writing, What Do We Know and How to Move Forward. Dins M. Gustafsson i A. Eriksson (Eds.) Academic writing at intersections – Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality (EATAW). WAC: Clearinghouse. 55.
Castelló, M. (2022). Situated regulation writing processes in research writing. Lessons from research and teaching. Essays in honor of Charles Bazerman. WAC Clearinghouse 56.
Castelló, M., i Castells, N. (2022). Escribir en la Universidad española: entre la realidad y el deseo. Ediciones Octaedro.
Castelló, M., Corcelles-Seuba, M., y Oliva Girbau, A. (2022). Identidad y voz en la escritura académica y científica. Dins M. Castelló y N. Castells (coords), Escribir en la Universidad española: entre la realidad y el deseo. Ediciones Octaedro.
Duran, D. (Coord), Corceles, M., Flores, M., Miquel, E., Ribosa, J., i Soler, M. (2022). L’Observació entre iguals a la Xarxa de Competències Bàsiques. Informe de resultats de la recerca 2020-2021. Xarxa de Competències Bàsiques. Departament d’Educació.
Huguet Comelles, T., Liesa Hernández, E., y Serra-Capallera, J. (2022). Algunas reflexiones y retos compartidos. Dins T. Huguet Comelles, E. Liesa Hernández y J. Serra-Capallera (Coords.). El asesoramiento psicopedagógico a debate (pp. 225-238). GRAÓ.
Huguet Comelles, T., Liesa Hernández, E., y Serra-Capallera, J. (2022). El asesoramiento psicopedagógico a debate. GRAÓ.
Liesa, E., Giral-Romeu, M., & Ligorio, B. (2022). The identity of student-teachers: becoming a professional. En C. Monereo (Ed.), The Identity of Education Professionals. Positioning, training & innovation. Information Age Publishing (IAP).
Liesa, E., Mayoral, P., y Badia, A. (2022). El asesoramiento psicopedagógico para el desarrollo de procesos de mejora e innovación educativa. Dins T. Huguet Comelles, E. Liesa Hernández, E. i J. Serra-Capallera (Coords.), El asesoramiento psicopedagógico a debate (pp. 81-96). GRAÓ.
Monereo, C., García-Morante, M., & Amenduni, F. (2022). The identity of a Hybrid teacher: Management of mixed learning settings. Dins C. Monereo (Ed.), The Identity of Education Professionals. Positioning, training & innovation. Information Age Publishing (IAP).
2021
Badia, A., Becerril, L., & Mayoral, P. (2021). Describing teacher-inquirer identity in a process of educational innovation. Dins H. Hermans, C. Monereo i C. Weise. Dialogicality. Personal, local and planetary dialogue in education, health citizenship and research (pp. 81-88). Humanities Commons. https://doi.org/10.17613/gqxq-ng18
Badia, A., Liesa, E., & Toom, A. (2021). The identity of the teacher in compulsory education. Dins C. Monereo (ed.), The identity of education professionals. Positioning, training and innovation (pp. 55-78). Information Age Publishing (IAP).
Castelló, M., & Pujadas (2021). Spain. Dins Taylor, S., Kiley, M., i Holley, K. A. (Eds.), The Making of Doctoral Supervisors: International Case Studies of Practice (pp. 154-163). Routledge.
Castelló, M. (2021). Escribir (leer) e investigar: voces en diálogo [Writing (Reading) and Research: voices in dialog]. Dins D. Rodrigues y J. Quintiliano (Comps.), Discursive Practices in Academic Writing: issues under study. PUC: Minas.
Castelló, M. (2021). Research Writing, What Do We Know and How to Move Forward. In M. Gustafsson and A. Eriksson (Eds.), Academic writing at intersections – Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality. WAC: Clearinghouse.
Mollà, N., Castelló, M., & Nail, O. (2021). The Identity of the School Principals. Dins C. Monereo (Ed.), The identity of Education professional. Positioning, training & innovation (pp. 248-289). Information Age Publishing (IAP).
Articles
2024
Cano, M., Mayoral, P., Contreras, N., y Alguacil, M. (2024). Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros. Praxis & Saber, 15(41), 1–17. https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16786
Carreté, M. C., Roura, J. F., y Balcells, A. B. (2024). Diseño para la elaboración los Planes de Apoyos Personales en el ámbito de la discapacidad intelectual. Pedagogia i Treball Social: revista de ciències socials aplicades, 13(1), 100–111. https://doi.org/10.33115/udg_bib/pts.v13i1.23016
Contreras, N., Liesa, E., Mayoral, P., i Toom, A. (2024). Aprendre a ser mestres a Catalunya i Finlàndia: aspectes comuns i diferenciadors. ÀÁF Àmbits de Psicopedagogia i Orientació, 61, 72–91. https://doi.org/10.32093/ambits.vi60504968
Contreras, N., Liesa, E., & Giralt-Romeu, M. (2024). How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum. Teaching and Teacher Education, 140, 104478. https://doi.org/10.1016/j.tate.2024.104478
Corcelles-Seuba, Sala-Bars, I., Soler, M., & Duran, D. (2024). Impact of Reciprocal Peer Observation on teachers’ collaboration perceptions. British Educational Research Journal, 50(3), 981–1001. https://doi.org/10.1002/berj.3958
Díaz-Villalba, L., y Castelló, M. (2024). Formación doctoral en Paraguay: situación actual y retos pendientes. Revista Iberoamericana de Educación superior 15(44), 73–91. https://doi.org/10.22201/iisue.20072872e.2024.44.1891
Flores, M., Sala‐Bars, Í., Ortiz, M., & Duran, D. (2024). Does reciprocal peer observation promote the transfer of learning to teaching practice?. Psychology in the Schools, 61(10), 3855–4056. https://doi.org/10.1002/pits.23259
Garcia-Morante, M., Castelló, M., & Sala-Bubaré, A. (2024). PhD holders at the boundaries and knowledge brokering. Studies in Continuing Education, 1–19. https://doi.org/10.1080/0158037X.2024.2358007
Garcia-Morante, M., Weise, C., Diaz Villalba, L.K., & Castelló, M. (2024). Strengths and weaknesses of PhD training to develop alternative careers. Insights from PhD holders working beyond academia. Studies in Graduate and Postdoctoral Education, 1–18. https://doi.org/10.1108/SGPE-12-2023-0115
Giralt-Romeu, M., Liesa, E., & Castelló, M. (2024). Teacher identity as inquirer: voices of teacher educators. European Journal of Teacher Education, 47(1), 140–158. https://doi.org/10.1080/02619768.2021.2015319
McAlpine, L., & Castelló, M. (2024). What do PhD graduates in non-academic careers actually do?: Interaction between organisation mission, job specifications and graduate lived experience. Learning and Teaching, 17(1), 77–106. https://doi.org/10.3167/latiss.2024.170105
Mason, S., Frick, L., Castelló, M., Cheng, W., Chong, S. W., Díaz Villalba, L., García-Morante, M., Sum Kong, M., Sakurai, Y., Shojaeian, N., Spronken‑Smith, R., & Weise, C. (2024). Prominence, Promotion and Positioning of the ‘Thesis by Publication’ in Six Countries. Higher Education Policy, 1–21. https://doi.org/10.1057/s41307-024-00350-7
Mason, S., Frick, L., Castelló, M., Cheng, W., Chong, S. W., Díaz Villalba, L., García-Morante, M., Sum Kong, M., Sakurai, Y., Shojaeian, N., Spronken‑Smith, R., & Weise, C. (2024). What makes a Thesis by Publication? An international study of policy requirements and restrictions. Journal of Higher Education Policy and Management, 1–16. https://doi.org/10.1080/1360080X.2024.2389357
Meneses-Pinto, C., y Liesa, E. (2024). El desarrollo de la voz inclusiva durante la participación en una comunidad profesional de aprendizaje. Revista CS, Estudios Sociales sobre América Latina, 44, 1–42. https://doi.org/10.18046/recs.i44.07
Mollá, N., & Castelló, M. (2024). From teacher to school principal. Analysis of an identity transition process / De profesor a director de escuela. Análisis de un proceso de transición identitaria. Journal for the Study of Education and Development, 47(3), 515–544. https://doi.org/10.1177/02103702241277758
Mollá, N., & Castelló, M. (2024). Identity positioning of experienced school principals when facing critical incidents. Heliyon, 10(16), e36025. https://www.cell.com/heliyon/fulltext/S2405-8440(24)12056-7
Mumbardó-Adam, C., Sala-Bars, I., Adam-Alcocer, A. L., Ahufinger, N., y Andrés-Gárriz, C. (2024). El uso del Diseño Universal para el Aprendizaje por parte del profesorado universitario: un estudio exploratorio. Revista Electrónica de Investigación en Docencia Universitaria, 5(1), 200–234. https://doi.org/10.54802/r.v5.n1.2023.135
Ribosa, J., Corcelles-Seuba, M., Morodo, A., & Duran, D. (2024). Reducing teachers’ resistance to reciprocal peer observation. European Journal of Education, 59(2), e12606. https://doi.org/10.1111/ejed.12606
Rönkkönen, S., Virtanen, V., García-Morante, M., McAlpine, L., Castelló, M., & Pyhältö, K. (2024). STEM PhD holders working outside academia: the role of social support in career transition. European Journal of Higher Education, 1–20. https://doi.org/10.1080/21568235.2024.2404683
Sala-Bars, I., Mumbardó-Adam, C., & Adam-Alcocer, A. L. (2024). Moving towards Preservice Teachers’ Implementation of Universal Design for Learning: the Central Role of Self-Efficacy. Teachers and Teaching, 1–19. https://doi.org/10.1080/13540602.2024.2308900
Sala-Bubaré, A., Castelló, M., Corcelles, M., & Suñé-Soler, N. (2024). Researchers’ strategies to cope with the covid-19 impact on their activity. Current Psychology, 43(18), 16905–16913. https://doi.org/10.1007/s12144-023-04601-5
Sala-Bubaré, A., Garcia-Morante, M., Castelló, M., & Weise, C. (2024). PhD holders’ working conditions and job satisfaction in Spain: A cross-sector comparison. Higher Education Research & Development, 43(7). 1–15. https://doi.org/10.1080/07294360.2024.2347611
Ventura, A. C., Liesa, E., & Moreno, M. R. (2024). Towards the integrated study of the dialogical self and agency to research personal change in education. Journal for the Study of Education and Development, Infancia y Aprendizaje, 47(4), 672–685. https://doi.org/10.1177/02103702241287042
Weise, C., & Rojos Sasso, P. (2024). Neither student nor teacher? Possible selves in the development of faculty identity during the practicum / ¿Ni estudiante ni profesora? Yoes posibles en el desarrollo de la identidad del profesorado durante el prácticum. Journal for the Study of Education and Development, 47(4), 768–795. https://doi.org/10.1177/02103702241286402
2023
Castelló, M., García-Morante, M., Díaz, L., Sala-Bubaré, A., & Weise, C. (2023). Doctoral trends development in Spain: From academic to professional paths. Innovations in Education and Teach, 60(5), 736–747. https://doi.org/10.1080/14703297.2023.2237958
Corcelles-Seuba, M., Miquel, E., & Duran, D. (2023). Teachers’ perceptions of Reciprocal Peer Observation. Revista de Educación, 402, 237–266. https://doi.org/10.4438/1988-592X-RE-2023-402-601
Corcelles-Seuba, M., Duran, D., Flores, M., Miquel, E., y Ribosa, J. (2023). Percepciones docentes sobre observación entre iguales: resistencias, agencia, procedimiento y objetivos de mejora. Estudios sobre Educación. 44, 35–58. https://doi.org/10.15581/004.44.002
Francisco Mora, C. T., Ibáñez-García, A., & Balcells-Balcells, A. (2023). Participants’ Bias in Disability Research on Family Quality of Life during the 0–6 Years Stage. Behavioral Sciences, 13(9), 753, 1–16. https://doi.org/10.3390/bs13090753
García-Ventura, S., Mas, J., Balcells-Balcells, A., Dunst, C. J., yCañadas, M. (2023). Competencia y confianza profesional en atención temprana en el uso de prácticas recomendadas y su relación con la involucración parental. Anales de Psicología, 39(3), 415-424. https://doi.org/10.6018/analesps.528661
García-Ventura, S., Mas, J., Balcells-Balcells, A., Dunst, C. J., &Cañadas, M. (2023). Early childhood intervention practitioners’ competence and confidence appraisals using recommended practices and relationship with parent involvement. Anales de Psicología/Annals of Psychology, 39(3), 415-424. https://doi.org/10.6018/analesps.528661
Giné, C., Balcells, A., i Mas, J. M. (2023). El benestar de l’alumnat i les famílies en els processos d’inclusió educativa. ÀÁF Àmbits de Psicopedagogia i Orientació, 58, 5–23. https://doi.org/10.32093/ambits.vi5850479
Liesa, E., Mayoral, P., Giralt-Romeu, M., &Angulo, S. (2023). Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students. Education Sciences, 13(9), 879. https://doi.org/10.3390/educsci13090879
Oller, M., Duran Gisbert, D., Ribosa Martinez, J., yCorcelles, M. (2023). Escribimos en pareja mediante la tutoria entre iguales. Articles de Didàctica de la Llengua i de la Literatura (Ed. impresa), 99, 57–62. https://dialnet.unirioja.es/servlet/articulo?codigo=8772224
Sala-Bars, I., Moriña, A., Casas, A., &Van Der Mel, L. (2023). Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability. Behavioral Sciences, 13(9), 745, 1–15. https://doi.org/10.3390/bs13090745
Sala-Bubaré, A., &Castelló, M. (2023). Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach. Journal of Second Language Writing, 61, 101038. https://doi.org/10.1016/j.jslw.2023.101038
Sala-Bubaré, A., Castelló, M., Corcelles, M., &Suñé-Soler, N. (2023). Researchers’ strategies to cope with the covid-19 impact on their activity. Current Psychology, 43, 16905–16913. https://doi.org/10.1007/s12144-023-04601-5
Sala-Bubaré, A., Garcia-Morante, M., Castelló, M., &Weise, C. (2023). PhD holders’ working conditions and job satisfaction in Spain: A cross-sector comparison. Higher Education Research & Development, 43(7), 1571–1585. https://doi.org/10.1080/07294360.2024.2347611
Vargas, A., Mayoral, P., yCano, M. (2023). Identidad del profesional de la orientación educativa en el contexto colombiano: rol, funciones y posicionamientos. Revista Española de Orientación y Psicopedagogía, 34(2), 7–28 https://doi.org/10.5944/reop.vol.34.num.2.2023.38062
Weise, C., Suñe-Soler, N., Corcelles, M., Sala-Bubaré, A., &Castelló, M. (2023). Unveiling the Emotional Turmoil: How Covid-19 impacted researchers and the pursuit of emotional well-being in academia. bioRxiv, 1–23. https://doi.org/10.1101/2023.11.15.567306
2022
Alguacil, M., Sala-Bars, I., Ribalta, D., &Boqué, M.-C. (2022). Discourses on racism in families with school-aged children in Catalonia. Journal of Peace Education, 19(3), 303–329. https://doi.org/10.1080/17400201.2022.2143331
Badia, A., &Liesa, E. (2022). Experienced teachers’ identity based on their I-positions: an analysis in the catalan context. European Journal of Teacher Education, 45(1), 77–92. https://doi.org/10.1080/02619768.2020.1795122
Castelló, M. (2022). Escritura e identidad en contextos de investigación. Literatura y Lingüística, 46, 29–59. https://ediciones.ucsh.cl/index.php/lyl/article/view/3157
Corcelles-Seuba, M., Suñe-Soler, N., Sala-Bubaré, A., &Castelló, M. (2022). Doctoral student perceptions of supervisory and research community support: their relationships with doctoral conditions and experiences, Journal of Further and Higher Education, 47(4), 481–491. https://doi.org/10.1080/0309877X.2022.2142102
Freund, D., Iñesta, A., &Castelló, M. (2022). Tourism for all. Educating to foster accessible accommodation. Journal of Hospitality, Leisure, Sport and Tourism Education, 30, 100370. https://doi.org/10.1016/j.jhlste.2022.100370
García-Raga, L., Sala-Bars, I., De Nicolás, M. A., &Boqué Torremorell, M.-C. (2022). School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study. South African Journal of Education, 42(2), 1–17. https://doi.org/10.15700/saje.v42n2a2055
Lokhtina, I.A., Castelló, M., Lambrechts, A.A., Löfström, E., McGinn, M.K., Skakni, I., &van der Weijden, I. (2022). The impact of the COVID-19 pandemic on early career researcher activity, development, career, and well-being: the state of the art. Studies in Graduate and Postdoctoral Education, 13(3), 245–265. https://doi.org/10.1108/SGPE-10-2021-0076
Lokhtina, I. A., Colombo, L., Amelia, C., Löfström, E, Tammeleht, A., Sala-Bubaré, A., Jazvac-Martek, M., Castelló, M., y McAlpine, L. (2022). Refining virtual cross-national research collaboration: drivers, affordances and constraints. Journal of Work-Applied Management, 14(2), 302–315. https://doi.org/10.1108/JWAM-02-2022-0010
Mas, J. M., Dunst, C. J. Hamby, D. W., Balcells-Balcells, A., Garcia-Ventura, S. Baqués N., &Gine, C. (2022). Relationships between family-centred practices and parent involvement in early childhood intervention. European Journal of Special Needs Education, 37(1), 1-13. https://doi.org/10.1080/08856257.2020.1823165
Mollá, N., &Castelló, M. (2022). Characterisation of the professional identity of school principals (Caracterización de la identidad profesional de los directores de escuela), Journal for the Study of Education and Development, 45(4), 804–841. https://doi.org/10.1080/02103702.2022.2096289
Sala-Bars, I., Amat-Guillen, C., Mumbardó-Adam, C., yAdam-Alcocer, A. (2022). Más Allá de las Pautas DUA: El Rol de la Filosofía de Enseñanza en la Implementación del Diseño Universal para el Aprendizaje. Revista Latinoamericana de Educación Inclusiva, 16(2), 33-51. https://doi.org/10.4067/S0718-73782022000200033
Sala-Bubaré, A., Corcelles, M., Suñé-Soler, N., &Castelló, M. (2022). Researchers’ perceptions of COVID-19 impact on Responsible Research and Innovation (RRI)-based practices and society’s view of science in the first months of the pandemic. Tuning Journal for Higher Education, 10(1), 241-262. https://doi.org/10.18543/tjhe.2324
Vargas, A., Mayoral, P., Cano, M., y Raballaty, I. (2022). Incidentes críticos y perfiles identitarios de asesores académicos en Colombia: análisis de casos. Revista Ámbitos de Psicopedagogía y Orientación, 56, 93–107. https://doi.org/10.32093/ambits.vi56.5043
Ventura, A. C., Liesa-Hernández, E., & Roncacio-Moreno, M. (2022). Constructions of the self in education: positioning and agency of learners and teachers (Construcciones del sí mismo en educación: posicionamiento y agencia de aprendices y enseñantes). Journal for the Study of Education and Development, 45(3), 711–714.
2021
Adjukovic, D., Car, I., Päivinen, H., Sala-Bubaré, A., Vall, B., & Husso, M. (2021). Building Capacity for Prevention of Gender-Based Violence in the School Context. Fontiers in Psychology, 12, 1–7. https://doi.org/10.3389/fpsyg.2021.720034
Castelló, M., McAlpine, L., Sala-Bubaré, A., Inouye, K., & Skakni, I. (2021). What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education, 81, 567–590. https://doi.org/10.1007/s10734-020-00557-8.
Castelló, M., Sala-Bubaré, A., & Pardo, M. (2021). Post-PhD researchers’ trajectories and networking: The mediating role of writing conceptions. Written Communication, 38(4), 479–511. https://doi.org/10.1177/07410883211027949
Dunst, C. J., Serrano, A. M., Mas, J. M., & Espe-Sherwindt, M. (2021). Meta-analysis of the relationships between family strengths and parent, family and child well-being. European Journal of Applied Positive Psychology, 5(5), 1–23. https://www.nationalwellbeingservice.org/volumes/volume-5-2021/volume-5-article-5/
García‐Ventura, S., Mas, J. M., Balcells‐Balcells, A., & Giné, C. (2021). Family‐centred early intervention: Comparing practitioners’ actual and desired practices. Child: care, health and development, 47(2), 218–227. https://doi.org/10.1111/cch.12834
Giralt-Romeu, M., Liesa, E., & Castelló, M. (2021). I research, you research: do future teachers consider themselves researchers? (Yo investigo, tú investigas; ¿se consideran investigadores los futuros maestros?). Journal for the Study of Education and Development, 44(3), 586–622. https://doi.org/10.1080/02103702.2020.1759001
McAlpine, L., Skakni, I., Sala-Bubaré, A., Weise, C., & Inouye, K. (2021). Examining cross-national research teamwork: Revealing rewards and challenges. Qualitative Research Journal, 21(4), 361–374. https://doi.org/10.1108/QRJ-06-2020-0067
Mestre, J. M. M., Pascual, I. I., Aguiar, N. B., Giné, C. G., Kurz, E. A., Balcells-Balcells, A., y Pérez, M. C. (2021). La perspectiva de los padres acerca del impato del programa ‘Play Time/Social Time’ para el desarrollo de la competencia. Anuario de Psicología, 51(51), 8–18. http://hdl.handle.net/20.500.12466/2699
Sala-Bars, I., Alguacil De Nicolás, M., Garcia Raga, L., yBoqué Torremorell, M.-C. (2021). El rol de la escuela en formación democrática: Diseño de un cuestionario. Estudios Pedagógicos, 47(2), 269–288. https://doi.org/10.4067/S0718-07052021000200269
Sala-Bubaré, A., Castelló, M., &Rijlaarsdam, G. (2021). Writing processes as situated regulation processes: A context-based approach to doctoral writing. Journal of Writing Research, 13(1), 1–30. https://doi.org/10.17239/jowr-2021.13.01.01
Sala-Bars, I., Simon, J., Macià Golobardes, M., i Alomar-Kurz, E. (2021). Eines digitals per a l’avaluació des d’una perspectiva del DUA. Aloma: Revista de Psicologia, Ciències de l’Educació i de l’Esport, 38(2), 89–102. https://doi.org/10.51698/aloma.2020.38.2.89-102
Vall, B., Sala-Bubaré, A., Hester, M., &Pauncz, A. (2021). Evaluating the Impact of Intimate Partner Violence: A Comparison of Men in Treatment and Their (Ex-) Partners Accounts. International Journal of Environmental Research and Public Health, 18(11), 5859. https://doi.org/10.3390/ijerph18115859
Featured presentations at conferences and seminars (last 5 years):
2024
Balcells-Balcells, A. (april, 2024). Els serveis i la comunitat, per a la millora de la qualitat de vida familiar. Pla Educatiu d’Entorn, Vendrell.
Cano, M. (2024). La competencia indagadora y las prácticas educativas fundamentadas en evidencias científicas para promover cambios educativos. [Conference online]. Universidad Pedagógica y Tecnológica de Colombia.
Contreras, N., Liesa, E., Mayoral, P. & Alguacil, M. (2024). Difficulties and support during an inquiry practicum: Pre-service teachers and mentors’ experiences [Poster]. 28th JURE Conference, Sevilla, Spain.
Garcia Morante, M., Weise, C., Diaz, L & Castelló, M. (2024). PhD holders working beyond academia looking back to their PhD training [Seminar]. Hong Kong University.
Garcia Morante, M., Castelló, M. & Monereo, C. (2024). Positioning and voices explaining hybrid careers of educational PhD holders. 12th International Conference on the Dialogical Self [Oral Comunication]. Tallinn, Estonia.
Mayoral, P., & Alguacil, M. (2024). Taller. ¿Qué significa una escuela basada en la indagación? Prácticas de maestro basadas en evidencias [Workshop]. Facultad de Magisterio, Universidad de Valencia. Spain.
Mayoral, P., Liesa, E., Badia, A., & Becerril, L. (2024) Preservice Teachers’ Perceptions About an Inquiry-Based Practicum in Initial Teacher Education in Spanish Context [Oral Presentation]. 2023 AERA Annual Meeting, Chicago, United States.
Sala-Bubaré., A. Corcelles, M., Miralda-Banda, A., & Calaforra, P. (june, 2024). Postgraduate students’ argumentative writing mediated by generative AI: On the quest for an authorial voice [Oral Comunication]. SIG Writing Conference. París, France.
Sala-Bubaré., A. Corcelles, M., Miralda-Banda, A., & Calaforra, P. (2024). Learning to write scientific texts with the use of artificial intelligence tools at the master’s level [Oral comunication]. Quality in postgraduate research. Adelaide South, Australia.
Sala-Bubaré., A., García Morante, M. & Díaz Villalba, L. Weise, C., & Castelló, M. (2024). Parenthood and PhD careers beyond academia: a gender perspective. [Oral comunication]. Quality in postgraduate research. Adelaide South, Australia.
Weise, C. & Castelló, M. (2024). Re-constructing the emotional process of writing master’s and bachelor’s theses [Oral comunication]. Quality in postgraduate research. Adelaide South, Australia.
2023
Cano, M. & Mayoral, P. (2023). Uso de la app video enhance observation (veo) como herramienta de aprendizaje en el prácticum del grado de educación: valoraciones de los estudiantes, las mentoras y las tutores [Oral comunication]. XVII Symposium Internacional sobre el Prácticum y las prácticas externas. Red de Prácticum Lloc: POIO, Galicia, Spain.
Contreras, N., Liesa, E. & Giralt-Romeu, M. (2023). How pre-service teachers change views of inquiry after participating in an inquiry-based practicum [Oral comunication]. JURE conference, Thessaloniki, Greece.
Díaz-Villalba, L. & Castelló, M. (2023). Convertirse en investigador en Paraguay. Carreras investigadoras académicas y no académicas [Oral comunication]. 39º Congreso Interamericano de Psicología, Sociedad Interamericana de Psicología, Asunción, Paraguay.
Díaz Villalba, L. (2023). Carreras profesionales de los doctores (PhD) en Paraguay, ¿es posible desarrollar una carrera investigadora? [Seminar]. Ciclo de conversatorios 2023, Instituto de Ciencias Sociales, online.
Díaz-Villalba, L., Castelló, M. & Paredes, M. G. (2023). Valor del doctorado en las universidades paraguayas. II Congreso Internacional sobre la profesión docente [Oral comunication]. Red de Investigadores en Educación del Paraguay, online.
Dunts, C. & Mas, J. (2023). Prácticas de desarrollo de capacidades familiares encaminadas al apoyo y fortalecimiento de la confianza, la competencia y el bienestar de la familia.
García-Morante, M., Castelló, M. & Sala-Bubaré, A. (2023). PhD holders beyond academia as knowledge brokers: Disciplinary-based differences [Symposium]. EARLI, Thessaloniki, Greece.
García-Morante, M., & Sala-Bubaré, A. (2023). In and out: PhD holders motivations and experiences about hybrid careers [Seminar]. SIG 24 Webinar, online.
García-Morante, M., Sala-Bubaré, A., & Castelló, M. (2023). Value of the PhD within and beyond academia: characteristics of work conditions and job satisfaction [Symposium]. EARLI-JURE, Thessaloniki, Greece.
García-Morante, M., Sala-Bubaré, A. Díaz-Villalba, L. & Castelló, M. (2023). Parenthood Experiences of PhD Holders in Non-Academic Careers: A Gender Perspective. [Oral comunication]. Càtedra UB de Perspectiva de Gènere i Feminismes Ciutat de Cornellà. Cornellà, Spain.
Liesa, E., Contreras, N., Cano, M. & Alguacil, M. (2023). Mentoring conversations to construct professional pre-service teachers’ knowledge [Oral comunication]. EAPRIL, Belfast, Northern Ireland.
Mayoral, P., Liesa, E., Giralt-Romeu, M. & Angulo, S. (2023). Video-Based feedback for collaborative reflection among mentors, university tutors and students [Oral comunication]. EAPRIL, Belfast, Northern Ireland.
Mayoral, P. & Liesa, E. (2023). Pre-service teachers perceptions about an inquiry-based practicum in initial teacher education in Spanish context [Oral comunication]. Annual Meeting of the American Educational Research Association, American Educational Research Association (AERA), Chicago, USA.
Sala-Bars, I., Moriña, A., Casas, A., & Van der Mel, L. (2023). Abriendo Puertas en la Universidad: Un análisis Cualitativo sobre la Transición de Estudiantes con Discapacidad Intelectual. [Oral comunication]. VI Congreso Internacional Universidad y Discapacidad. Salamanca, Spain.
Sala-Bars, I. (2023). How can I promote more inclusive classrooms at the university?. [Conference]. Jornada Participació de l’Universitat en la Construcció d’una Societat Inclusiva. UAB-Bellaterra, Spain.
Smedegaard Ernst Bengtsen, S., Inouye, K., Alves, P., Burford, J., Castelló, M., Elliot, D., Frick, L., Kobayashi, S., McAlpine, L., Meesters, P., Nuriler, H., & Skov, S. (2023). Transitions in the PhD [Conference]. EARLI, Thessaloniki, Greece.
Toom, A., Mena, J., & Mayoral, P. (2024). Research-Informed Schools for educational improvement [Round table]. Universitat Ramon Llull, Barcelona, Spain.
2022
Mas, J.M., Dunst, C. J, Gomez, Y., Baques, N., Balcells, A., & Garcia, S. (September 2022) Practice-Based Analysis of the Core Features of Coaching Models and Practices in Early Childhood Intervention. Integrating Research and Practice in Early Childhood Intervention. ISEI and DEC Congress,
Mas, J. M. (November, 2022). Enfocament centrat en la família i en entorns naturals. II Jornades Tècniques NEXE Fundació.
Sala Bars, I., Mumbardó-Adam, C., & Adam-Alcocer, A. (2022). El Diseño Universal para el Aprendizaje en la formación de los futuros maestros [Symposium]. XI Jornadas Científicas Internacionales Sobre Investigación En Personas Con Discapacidad “Calidad De Vida Y Apoyos: El Poder De La Evidencia”. Salamanca, Spain.
Sala-Bubaré, A., Castelló, M. & Corcelles, M. (june, 2022). Writing research articles together: Co-authorship [Symposium].SIG writing Conference. Umeå, Sweden.
2021
Carreté, M. D. L. S. C., Peró, M., Mestre, J. M. M., & Balcells-Balcells, A. (2021). Covid-19 y variables del entorno familiar. En Actas del III Congreso Internacional de Innovación Docente e Investigación en Educación Superior: cambios en el proceso de enseñanza-aprendizaje de las Áreas del Conocimiento. 15-20 de november de 2021 (p. 235). Asociación Universitaria de Educación y Psicología (ASUNIVEP). [by the researcher]
Castelló, M. (march, 2021). Research Writing and (Researcher) Identity Development [Keynote]. V Writing Across the Borders. WRAB Conference.
Castelló, M. (august, 2021). The impact of the COVID-19 pandemic on researcher activity and development [Invited symposium Chair]. The 19th biennial online conference EARLI.
Castelló, M., Citra A., Bergmans, J. Colombo, V., Inouye, K. Jazvac-Martek, M. Lokhtina, I., Löfström, E. McAlpine, L. & Sala-Bubaré, A. (august, 2021). (How) can the research on two-mode virtual communication help us refine our online collaboration? [Paper included in the SIG-24 invited symposium]. The 19th biennial online conference EARLI.
Castelló, M., Corcelles, M., Sala-Bubaré, A. & Suñé-Soler, N. (december, 2020). Managing careers uncertainty. 11 Webinars.
Giralt-Romeu, M., Liesa, E., & Mayoral, P. (june, 2021). Student teachers’ positioning with regard to their key learning experiences in the first practicum [Symposium]. 11th International Conference on the Dialogical Self, Barcelona, Spain.
Meneses, C. & Liesa, E. (October, 2021). Innovación y Docencia: Presentación de Ponencia: El desarrollo de la voz inclusiva en las posiciones docentes a través de la participación en una comunidad de indagación [Oral comunication]. Congreso Universitario Internacional sobre Comunicación Investigación CUICIID. Madrid, Spain.
Mollà, N. & Castelló, M. (juny, 2021). Fostering school principal’s identity development through a dialogical training approach [Symposium]. 11th International Conference on the Dialogical Self. Barcelona, Spain.
Van der Weijden, I., Lokhtina, I., i Castelló, M. (January, 2021). The impact of the COVID-19 pandemic on researcher experience in the Netherlands (PhD), Cyprus (academics) and Spain (PhD and Post PhD). Inge, Irina Lokhtina & Montserrat Castelló. [Invited talk at the Sig-24 online seminar]. How is the covid 19 pandemic influencing doctoral education and academic careers?
Van der weijden, I., Castelló, M., Lambrechts, A., Lokhtina, I., Löfström, E., McGinn, M., & Skakni, I (august, 2021). The impact of the COVID-19 pandemic on researcher activity and development [Paper included in the SIG-24 invited symposim]. The 19th biennial online conference EARLI.
Vargas, A., Mayoral, P., & Cano, M. (2021). The professional identity of the academic counselor though their self-positions and critical incidents [Symposium]. 11th International Conference on the Dialogical Self, Barcelona, Spain.
Vargas, A., Mayoral, P., Cano, M., & Raballaty, A. (2021). Identidad profesional del asesor académico a través de sus indicentes críticos. XIV Congresso Internacional de educação e inovação. Universidad de Coimbra.
Doctoral dissertations
Díaz Villalba, L. (2025). Trayectorias investigadoras: procesos de formación y transición profesional de los doctores paraguayos (Research trajectories: training processes and professional transition of Paraguayan doctors). Doctoral thesis directed by PhD. Montserrat Castelló, Universitat Ramón Llull.
Contreras González, N. (2025). The construction of the inquiring identity of future teachers through the supervision of practices in schools. Doctoral thesis directed by PhD Eva Liesa. Universitat Ramon Llull
Sepúlveda Ortega, A. (2024). Sistemas de inclusión en las universidades chilenas y su influencia en la calidad de vida de estudiantes con discapacidad (Inclusion systems in Chilean universities and their influence on the quality of life of students with disabilities). Doctoral thesis directed by PhD Ingrid Sala. Universitat Ramón Llull.
Francisco Mora, C. (2024). La Conceptualización de la Calidad de Vida Familiar y la participación de las familias con hijos con discapacidad de 0 a 6 años (The Conceptualization of Family Quality of Life and the participation of families with children with disabilities aged 0 to 6 years) Doctoral thesis directed by PhDs Anna Balcells and Alba Ibáñez. Universidad Ramon Llull
Muries Catán, O. (2023). Quality of life of siblings of people with intellectual and developmental disabilities. Doctoral thesis directed by PhD. Climent Giné Giné, PhD. Geert Van Hove, PhD. Alice P. Schippers. Thesis supervisor: PhD. Joana Mas, Universitat Ramón Llull. https://www.tdx.cat/handle/10803/689319
Mollá, N. (2023). El desenvolupament de la identitat dels directors d’escola. Caracterització empírica i proposta formativa basada en el diàleg (The development of the identity of school principals. Empirical characterization and training proposal based on dialogue). Doctoral thesis directed by PhD. Montserrat Castelló, Universitat Ramón Llull. http://hdl.handle.net/10803/689034
Vargas Farjado, A. (2022). La identidad profesional a través de los incidentes críticos en la orientación y el asesoramiento educativo (Professional identity through critical incidents in educational guidance and counseling). Doctoral thesis directed by PhD. Maria Mayoral Serrat and PhD. María Isabel Cano Ortiz, Universitat Autónoma de Barcelona. https://www.tdx.cat/handle/10803/688810
