Research group on identity and teaching strategies, SINTE-IdentitES · UAB

https://www.sinte.me

Main researcher:

Monereo Font, Carles

Researchers:

Dra. Crista Weise, Dra. Eva Liesa, Dra. Paula Mayoral, Dr. Andy Morodo, Dra. Núria Suñé, Dra. Mireia Giralt-Romeu. Doctoral students: Julissa Anaya, Aina Franch, Marina García Morante, Cecilia Hernández, Carla Meneses, Karina Pabón, Paulina Rojos.

Main line of research developed by the group: The identity of educational professionals: construction and training.

Projects (last 5 years)

Teacher inquiry-based practices: mapping the situation in Spanish schools and validating evidence-based training (TIP-MapVa). Ministerio de Ciencia e Innovación. Ref. PID2021-128483OB-100 (2022-2026). IP: Dra. Eva Liesa.

Collaboration agreement with the Department of Education of the Generalitat de Catalunya for training, advice and research in relation to the new curricular laws (2021-2023). IP: Dr. Carles Monereo

Improving the practices of future teachers based on their collaborative participation in professional learning communities. Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR). Ref. 2020ARMIF 00027 (2020-2022). IP: Dra. Eva Liesa

Evaluation of educational entities to obtain the seal of quality. Consell d’Innovació Pedagògica de l’Ajuntament de Barcelona. (2020-2021). IP: Dra. Eva Liesa.

The development of the research competence of future teachers through a training model based on grounded educational practices. Universitat Ramon Llull. Ref: 2020-URL-Proj-044 (2019-2020). IP: Dra. Eva Liesa.

Selected publications (last five years):

Aguayo, M. & Weise, C. (2021). Career Transition and Identity Development in Academic Nurses: A Qualitative Study. Journal of Constructivist Psychology. 35(4); 1371-1389.

Alvarez, I. Weise, C., Valls, B. & Morodo, A. (2018) How do Primary Education trainee teachers perceive Educational Psychology? Teachers and Teaching, 1-14.

Badia, A. & Liesa, E. (2020). Experienced teachers’ identity based on their I-positions: an analysis in the catalan context. European Journal of Teacher Education, 1-16. https://doi.org/10.1080/02619768.2020.1795122

Badia, A., Liesa, E. & Toom, A. (2022).  The identity of the teacher in compulsory education. A Monereo, C. (ed.) The Identity of Education Professionals. Positioning, training & innovation. Charlotte: Information Age Publishing (IAP).

Giralt-Romeu, M., Liesa, E., Mayoral, P. & Becerril, L. (2020). Student teachers’ positioning with regard to their key learning experiences in the first practicum. Quaderns de Psicologia, 22(2). https://doi.org/10.5565/rev/qpsicologia.1570

Giralt-Romeu, M., Liesa, E., & Castelló, M. (2020). I research, you research: do future teachers consider themselves researchers? Infancia y Aprendizaje. https://doi.org/10.1080/02103702.2020.1759001

Liesa, E., Giralt-Romeu, M. & Ligorio, B. (2022). The identity of Student-teachers: becoming a professional. AInMonereo, C. (ed.) The Identity of Education Professionals. Positioning, training & innovation. Charlotte:  Information Age Publishing (IAP).

Monereo, C. (2020). Enseñar y aprender en la educación superior. A M. Turull. Manual de introducción a la docencia universitaria (pp. 75-98). Barcelona: Octaedro/ICE-UB.

Monereo, C. (2019) The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case. Learning, Culture and Social Interaction, 20, 4-13. https://doi.org/10.1016/j.lcsi.2017.10.002

Monereo, C. & Badia, A. (2020). A dialogical self-approach to understanding teacher identity in times of educational innovations. Quaderns de Psicologia, 22 (2) https://doi.org/10.5565/rev/qpsicologia.1572

Monereo, C. & Caride, M. (2021). Becoming a Professional: Analysis of the Reciprocal Influence between I-Positions and We-Positions in a Group of University Students. Journal of Constructivist Psychology, 35(4), 1347–1370. https://doi.org/10.1080/10720537.2021.1989095

Monereo, C. & Liesa, E. (2020) Early career researchers’ identity positions based on research experiences. Higher Education Research & Development, https://doi.org/10.1080/07294360.2020.1835834

Monereo, C., Weise, C. & Hermans, H. (Eds.) (2021).  Dialogicality: Personal, local, and planetary dialogue in education, health, citizenship, and research. International Society for Dialogical Science. http://dx.doi.org/10.17613/gqxq-ng18

Suñé-Soler, N. & Monereo, C. (2020). Doctoral Support Networks: characteristics and associations with research conditions and identity development. Quaderns de Psicologia, 22(2) https://doi.org/10.5565/rev/qpsicologia.1576

Weise, C., Aguayo–González, M. & Castelló, M. (2020). Significant events and the role of emotion along doctoral researcher personal trajectories. Educational Research, 62(3), 304-323.

Weise, C., Alvarez, I. & Sarapura, N. (2021). Designing a deep intercultural curriculum in higher education. Co-constructing knowledge with indigenous women. Alternative, 17(2). https://doi.org/10.1177/11771801211019027

Weise, C. & Monereo C. (2018). University teachers’ copyng sociocultural diversity. A study about critical Incidents between hegemonic and subaltern cultures. Creative Education, 9; 959-978.

Weise, L. & Suñé, N. (2020). Convertirse en investigador. Métodos basados en el Self Dialógico para la formación de la identidad de estudiantes de postgrado. Quaderns de psicologia. International journal of psychology, 22(2).

Weise, C., Morodo, A. & Kullasep, K. (En prensa). The Identity of the inclusive teacher: Perceptions about the diversity and development of inclusive teacher I-positions. En Monereo, C. (ed.) The Identity of Education Professionals. Positioning, training & innovation. Information Age Publishing (IAP).

Selected papers given at congresses and seminars (last 5 years)

Giralt-Romeu, M.; Castelló Badia, M. & Liesa, E. (2018, june). El desarrollo de la identidad professional docente como indagador durante la formación inicial. Presentation on IX International Congress of Psychology & Education (CIPE). La Rioja (Spain).

Giralt-Romeu, M.; Liesa, E. & Castelló, M. (2019, june). Teacher’s professional identity as inquires: The Voice of teacher educators. Poster to the III Conference EuroSoTl. Bilbao (Spain).

Monereo, C.,Franch, A.,  García-Morante, M., Giralt-Romeu, M., Liesa, E.; Mayoral, M.P.; Meneses, C., Morodo, A.; Pabón, K. & Suñé, N. (2021, junio). Organization Committee of XI International Conference on Dialogical Self. Barcelona (Spain).

Weise C & Aguayo M. (2018, August-Setember). Starting a PhD: significative events and the role of the associated emotions along PhD trajectòries. Presentation on the 17 th Biennial EARLI Conference. ” Education in the crossroads of economy and politics – Role of research in the advancement of public good. EARLI (European Association for Research on Learning and Instruccion). Tampere (FInland).

Weise, C. & Monereo C. (2017, October). Constructing a theoretical framework on identities in education. Comunicación en el Seminario Internacional: Rethinking identity in education from the Dialogical Self perspective. SINTE-URLL. Spain

Weise, C. (2017, July) La Identidad docente y el Análisis de Incidentes críticos en contextos de alta diversidad sociocultural. Presentation on the Congress of: Buenas Prácticas en Educación Intercultural y Bilingüe. Normal de la Región de la Montaña y Normal de Ayotzinapa. Tlapa de Comonfort Guerrero. (México)

Doctoral Thesis (last 5 years)

Altamirano, E. (2020). Identidad profesional de matronas/es docentes en Chile y su relación con estrategias de afrontamiento ante incidentes críticos. Supervision: Oscar Nail & Carles Monereo.

Álvarez, B. (2018). Concepciones sobre aprender y enseñar a través de la escritura en clase de ciencias naturales. Supervision: Carles Monereo.

Boada, E. (2019). Identificació dels elements de les activitats educatives en centres de Ciència que afavoreixen el desenvolupament de les dimensions de la competència científica. Supervision: Conxita Martínez & Carles Monereo.

Canelo, J. (2020). La construcción de la identidad docente a través del análisis de incidentes críticos en la formación inicial de maestros.  Supervision: Eva Liesa.

Giralt-Romeu, M. (2020). El rol de la indagación en la identidad profesional docente. Situación actual y retos en la formación inicial. Supervision:  E.Liesa i M.Castelló.

Mejías, E. (2019).  Evaluación e identidad docente: impacto de una formación sobre evaluación auténtica. Supervision: Carles Monereo.

Morodo, A. (2018). Convergencia entre la identidad docente y la del alumno como medio de atención a la diversidad. Una propuesta de análisis y intervención. Supervision: Carles Monereo.

Suñé, N. (2019). The Dialogical Self of Doctoral Candidates. Supervision: Carles Monereo

Valencia, A. (2019). Construction of Identity of Enterpreneur. Implications for Training. Supervision: Carles Monereo.

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