Grupo de investigación Seminario Interuniversitario sobre Identidad y Nuevas Trayectorias Educativas SINTE-URL

https://www.sinte.me

Investigadora principal:

Castelló Badia, Montserrat

Investigadoras:

Liesa, Eva (URL), Mas, Joana (URL), Mayoral, Paula (URL), Cano, Maribel (URL), Corcelles, Mariona (URL), Sala-Bubaré, Anna (URL), Suñé-Soler, Núria (URL-UAB), Giralt, Mireia (URL-UAB), Sala, Ingrid (URL), Balcells Anna (URL), Baqués, Natasha (URL), Garcia, Simon (URL), Rosal, Thaïs (URL), Meneses, Carla (PhD), Diaz, Laura ( PhD), García-Morante, Marina (PhD), Contreras, Natalia (PhD), Lisha Mo (PhD), Muries, Olga (PhD), Gómez-Porta Yamida (PhD), Francisco, Carmen (PhD), Sepúlveda, Andrea (PhD)

Principales líneas de investigación que desarrolla el equipo:

  • Desarrollo de la identidad investigadora
  • Desarrollo de la identidad profesional de los educadores
  • Desarrollo e intervención en contextos de diversidad, inclusión y cooperación

Proyectos (últimos 5 años) 

Proyecto: Atención temprana y desarrollo profesional. Reduciendo la brecha entre la investigación y la práctica.
Entidad financiadora: Ministerio de Ciencia e Innovación.
Referencia: PID2021-128020NA-I00.
Investigadora principal: IP1: Joana Maria Mas Mestre; IP2: Anna Balcells-Balcells.
Duración: 2022-2025.

Proyecto: Teacher inquiry-based practices: mapping the situation in Spanish schools and validating evidence-based training (TIP-MapVa).
Entidad financiadora:  Ministerio de Ciencia e Innovación.
Referencia: PID2021-128483OB-100.
Investigadora principal: Dra. Eva Liesa.
Duración: 2022-2026.

Proyecto: Carrera investigadora i identitat: recerca dins i fora de l’acadèmia(ECRID).
Entidad financiadora: Ministerio de Ciencia, Innovación e Universidades. I+D+i. Programa retos.
Referencia: PID2019-109358RB-I00.
Investigadora principal: Dra. Montserrat Castelló.
Duración: 2020-2024.

Proyecto: Co-creació de consciència social i carreres investigadores per al desenvolupament de recerca i innovació responsables.
Entidad financiadora: Aristos Campus Mundus (ACM).
Referencia: EIN2020-112449.
Investigadora principal: Dra. Montserrat Castelló.
Duración: 2021-2022.

Proyecto: Co-creating Societal Readiness Levels and research careers to develop RRI.
Entidad financiadora: Ministerio de Educación y Ciencia.
Referencia:  EIN2020-112449.
Investigadora principal:  Dra. Montserrat Castelló.
Duración: 2020-2022.

Proyecto: 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.
Entidad financiadora: Agència de Gestió d’Ajuts Universitaris i de Recerca. Generalitat de Catalunya. AGAUR.
Referencia: 2020 ARMIF 00027.
Investigadora principal: Dra. Eva Liesa.
Duración: 2021-2022.

Proyecto: La supervisió de les pràctiques dels futurs mestres a partir de processos d’indagació educativa a les escoles.
Entidad financiadora: Facultat de Psicologia Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull.
Referencia:  APR-FPCEE2122/03.
Investigadora principal: Dra. Paula Mayoral.
Duración: 2021-2022.

Proyecto: Novice researchers’ development: professional trajectories outside academia and employers’ profiles.
Entidad financiadora: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull.
Referencia: APR-FPCEE2022/07.
Investigadora principal: Dra. Anna Sala Bubaré.
Duración: 2021-2022.

Proyecto:  Avaluació d’entitats educatives per a l’obtenció del segell de qualitat.
Entidad financiadora: Consell d’Innovació Pedagògica de l’Ajuntament de Barcelona.
Investigadora principal: Dra. Eva Liesa.
Duración: 2020-2021.

Proyecto: Posicionament dels i les investigadores davant de la Covid19: respostes a la incertesa.
Entidad financiadora: Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna.
Investigadora principal: Dra. Anna Sala Bubaré.
Duración: 2020-2021.

Proyecto: Researcher Identity and career trajectories – RICAT.
Entidad financiadora: Ministerio de Ciencia y Educación, España.
Investigadora principal: Dra. Montserrat Castelló.
Duración: 2020-2024.

Proyecto: Early career researchers’ publication and research dissemination across contexts and cultures.
Entidad financiadora:  Universitat Ramon Llull.
Referencia: 2019-URL-Proj-006.
Investigadora principal: Dra. Montserrat Castelló.
Duración:   2019-2020.

Proyecto: Educating and Raising Awareness in Schools to Prevent and Encounter Gender-Based Violence. Developing and implementing a training programme for teachers and other professionals in school.
Entidad financiadora:  Erasmus. RIGHTS, EQUALITY AND CITIZENSHIP.
Referencia: EP-210559967.
Investigadora principal: Dra. Marita Husso.
Duración: 2019-2021.

Proyecto: El desenvolupament de la competència investigadora dels futurs mestres a través d’un model de formació basat en pràctiques educatives fonamentades.
Entidad financiadora: Universitat Ramon Llull.
Referencia: 2020-URL-Proj-044.
Investigadora principal: Dra. Eva Liesa.
Duración: 2019-2020.

Proyecto: Identitat docent i competència investigadora: un model formatiu basat en pràctiques educatives fonamentades.
Entidad financiadora: FPCEE Blanquerna.
Referencia:  APR-FPCEE1920/03.
Investigadora principal: Dra. Eva Liesa.
Duración:   2019-2020.

Proyecto: Assessment of students’ entrepreneurship competences in Andorra
Entidad financiadora: Gobierno de Andorra.
Investigadora principal: Co-Investigador Principal Dra. Montserrat Castelló.
Duración: 2018-2021.

Proyecto: La construcció de l’activitat indagadora dels futurs mestres durant la seva formació inicial: una proposta d’intervenció en els pràcticums.
Entidad financiadora: FPCEE Blanquerna.
Referencia: APR-FPCEE1819/02.
Investigadora principal: Dra. Eva Liesa.
Duración: 2018-2019.

Proyecto: La construcció de la identitat investigadora: evolució de les concepcions de recerca dels estudiants de doctorat en CCSS al llarg de la seva trajectòria formativa.
Entidad financiadora: FPCEE Blanquerna.
Referencia: APR-FPCEE1718/03.
Investigadora principal: Dra. Eva Liesa.
Duración: 2017-2018.

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.
Investigadora principal: Montserrat Castelló.
Duración: 2017- 2020.
Publicaciones destacadas del grupo (últimos 5 años)

Libros y capítulos de libro

Badia, A., Liesa, E., & Toom, A. (2022). The Identity of the Teacher in Compulsory Education. In Monereo, C. (Ed.), The Identity of Education Professionals. Positioning, training & innovation. Charlotte (p. 55-77). Information Age Publishing (IAP).

Castelló, M., & Castells, N. (2022). Escribir en la Universidad española: entre la realidad y el deseo. Educación Universitaria, Ediciones Octaedro.

Castelló, M. (2022). Research Writing, What Do We Know and How to Move Forward. In M. Gustafsson & A. Eriksson (Eds.) Academic writing at intersections – Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality (EATAW) (pp. 89-122). WAC: Clearinghouse. https://doi.org/55. 10.37514/INT-B.2022.1466

Castelló, M. & Sala-Bubaré, A. (2022). Research writing as a tool for doctoral students and early career researchers’ development. In Horowitz, R. (Ed.) Handbook on Writing. Routledge.

Mollà, N., Castelló, M., & Nail, O. (2022). The Identity of the School Principals. In Monereo, C. (Ed.) The identity of Education professional. Positioning, training & innovation (pp. 248-289). Information Age Publishing (IAP).

Monereo, C., García-Morante, M., & Amenduni, F. (2022). The identity of a Hybrid teacher: Management of mixed learning settings. In Monereo, C. (Ed.) The Identity of Education Professionals. Positioning, training & innovation (pp. 235-259). Information Age Publishing (IAP).

Monereo, C., Suñé-Soler, N. & Fecho, B. (2022). The identity of the Academic Advisor: Towards a New Framework of Dialogical Advice. In Monereo, C. (Ed.) The Identity of Education Professionals. Positioning, training & innovation (pp. 213-234).  Information Age Publishing (IAP).

Suñé-Soler, N., Monereo, C., & Skakni, I. (2022). The identity of the Responsible Researcher in Education. In Monereo, C (Ed.). The Identity of Education Professionals. Positioning, training & innovation (pp. 285-310). Information Age Publishing (IAP).

Badia, A., Becerril, L., & Mayoral, P. (2021). Describing teacher-inquirer identity in a process of educational innovation. In Hermans, H., Monereo, C., & Weise, C. (Eds.), Dialogicality. Personal, local and planetary dialogue in education, health citizenship and research (pp. 81-88). Humanities Commons. https://doi.org/10.17613/gqxq-ng18

Castelló, M. (2021). Escribir (leer) e investigar: voces en diálogo [Writing (Reading) and Research: voices in dialog]. In Rodrigues, D. & Quintiliano, J. (Comps.) Discursive Practices in Academic Writing: issues under study. PUC: Minas

Castelló, M. & Pujadas, X. (2021). Spain. In Taylor, S., Kiley, M., & Holley, K. A. (Eds.). The Making of Doctoral Supervisors: International Case Studies of Practice. Routledge, 53.

Cerrato-Lara, M., Castelló, M., & Lonka, K. (2019). A Picture of the Research Field of Doctoral Education from the Students’ Perspectives: Studies Using Questionnaires and Scales. In Machin, T. M., Clarà, M., & Danaher, P. A. (Eds.) Traversing the Doctorate: Reflections and Strategies from Students, Supervisors and Administrators (pp. 75-89). Palgrave Macmillan. ISBN 978- 3-030-23731-8. https://doi.org/10.1007/978-3-030-23731-8

González-Ocampo, G., & Castelló, M. (2019). Research on doctoral supervision: What we have learnt in the last 10 years. In Machin, T. M., Clarà, M., & Danaher, P. A.  (Eds.) Traversing the doctorate (pp. 117-141). Palgrave Macmillan. ISBN 978-3-030-23731-8. https://doi.org/10.1007/978-3-030-23731-8 51.

Castelló, M., Pyhältö, K., & McAlpine, L. (2018). European Cross-National Mixed-Method Study on Early Career Researcher Experience. In Jaeger, A.J. & Dinin, A. J. (Eds.), The Postdoc Landscape: The Invisible Scholars (pp. 143-174). New York: Academic Press.

Liesa, E., Giralt-Romeu, M., & Ligorio, B. (2022). The identity of student-teachers: becoming a professional. In Monereo, C. (Ed.) The Identity of Education Professionals. Positioning, training & innovation (pp. 33-53). Information Age Publishing (IAP).

 

Artículos

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. https://doi.org/10.1108/SGPE-10-2021-0076

Mas, J. M., Dunst, C. J., Hamby, D. W., Balcells-Balcells, A., García-Ventura, S., Baqués, N., & Giné, C. (2022). Relationships between family-centred practices and parent involvement in early childhood intervention. European Journal of Special Needs Education, 37(1), 1-13.

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. https://doi.org/10.1080/02103702.2022.2096289

Vargas, A., Mayoral, P., Cano, M., & Raballaty, I. (2022). Identidad profesional del asesor académico a través de sus incidentes críticos. Àmbits de psicopedagogia i orientació, 93-107.

Castelló, M., Sala-Bubaré, A., & Pardo M. (2021). Post-PhD Researchers’ Trajectories and Networking: The Mediating Role of Writing Conceptions. Written Communication, 38, 479-511. https://doi.org/10.1177/07410883211027949

Duran, D., Corcelles, M., & Miquel E. (2021). Estructuras de aprendizaje colaborativo entre docentes: oportunidades de desarrollo profesional docente en el día a día. Aula de innovación educativa, 308, 39-43.

Giralt-Romeu, M., Liesa, E., & Castelló, M. (2021). Teacher professional identity as inquirer: Voices of Teacher Educators. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.2015319

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

Badia, A., Liesa, E., Becerril, L., & Mayoral, P. (2020). A dialogical self approach to the conceptualisation of teacher-inquirer identity. European Journal of Psychology of Education, 1-15. https://doi.org/10.1007/s10212-019-00459-z

Badia, A., Liesa, E., Becerril, L., & Mayoral, P. (2020). Five ways of being a schoolteacher. Quaderns de Psicologia, 22 (2). https://doi.org/10.5565/rev/qpsicologia.1563

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

Balcells-Balcells, A., Mas, J. M., Baqués, N., Simón, C., & García-Ventura, S. (2020). The Spanish family quality of life scales under and over 18 Years old: Psychometric properties and families’ perceptions. International Journal of Environmental Research and Public Health, 17(21). https://doi.org/ 10.3390/ijerph17217808

Canelo, J., & Liesa, E. (2020). Els incidents crítics a les aules de practicum universitari. Revista Àmbits de Psicopedagogia i Orientació, 52, 43-56. https://doi.org/10.32093/ambits.vi52.2115

Castelló, M., McAlpine, L., Sala-Bubaré, A., Inouye, K., & Skakni, I. (2020). What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education. https://doi.org/10.1007/s10734-020-00557-8

Giralt-Romeu, M., Liesa, E., & Castelló, M. (2020). I research, you research: do future teachers consider themselves researchers? Journal for the Study of Education and Development, 1-37. https://doi.org/10.1080/02103702.2020.1759001

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.

Lokhtina, I., Löfström, E., Cornér, S., & Castelló, M. (2020). In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2020.1799839

McAlpine, L., Castelló, M., & Pyhältö, K. (2020). What influences PhD graduate trajectories during the degree: A research-based policy agenda. Higher Education. https://doi.org/10.1007/s10734-019-00448-7

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

Sala-Bubaré, A., Skakni, I., Inouye, K., Weise, C., & McAlpine, L. (2020). Early career researchers making sense of their research experiences: A cross-role and cross-national analysis. Compare: A Journal of Comparative and International Education. https://doi.org/10.1080/03057925.2020.1834349

Cano, M., Castelló, M., & Leitão, S. (2019). The impact of learning goals on argumentative discourse: strategies, sequences and interaction patterns. Electronic Journal of Research in Educational Psychology, 17(2), 317-334.

Corcelles, M., Cano, M., Liesa, E., Gonzalez-Ocampo, G., & Castelló, M. (2019). Positive and negative experiences related to doctorate studies conditions. Journal of Higher Education Research & Development, 38 (5), 922-939. https://doi.org/10.1080/07294360.2019.1602596

Corcelles, M., Cano, M., Liesa, E., González-Ocampo, G., & Castelló, M. (2019). Positive and negative experiences related to doctoral study conditions. Higher Education Research & Development, 1-18. https://doi.org/10.1080/07294360.2019.1602596

González-Ocampo, G., & Castelló, M. (2019). Supervisors were first students: Analysing supervisors’ perceptions as doctoral students versus doctoral supervisors. Innovations in Education and Teaching International, 56(6), 711-725. https://doi.org/10.1080/14703297.2018.153177

Liesa, E., & Mayoral, P. (2019). Pot haver-hi innovació sense recerca? Una proposta des de les comunitats d’indagació. Revista Àmbits de Psicopedagogia i Orientació, 50, pp. 59-72.

Mas, J. M., Dunst, C. J., Balcells-Balcells, A., Garcia-Ventura, S., Giné, C., & Cañadas, M. (2019). Family-centered practices and the parental well-being of young children with disabilities and developmental delay. Research in developmental disabilities, 94. https://doi.org/10.1016/j.ridd.2019.103495

Pyhältö, K., Peltonen, J., Castelló, M., & McAlpine, L. (2019). What sustains doctoral students’ interest? Comparison of Finnish, UK and Spanish doctoral students’ perceptions. Compare: A Journal of Comparative and International Education. https://doi.org/10.1080/03057925.2019.1585229

González-Ocampo, G., & Castelló, M. (2018). Writing in doctoral programs: examining supervisors’ perspectives. Higher Education, 76(3), 387-401. http://www.jstor.org/stable/45116705

McAlpine, L., Pyhältö, K., & Castelló, M. (2018). Building a more robust conception of early career researcher experience: what might we be overlooking? Studies in Continuing Education, 40 (2), 149-165. https://doi.org/10.1080/0158037X.2017.1408582

Sala-Bubaré, A., & Castelló, M. (2018). Writing regulation processes in higher education: a review of two decades of empirical research. Reading and Writing, 31 (4), 757-777. https://doi.org/10.1007/s11145-017-9808-3

Sala-Bubaré, A., Peltonen, J., Pyhältö, K., & Castelló, M. (2018). Doctoral candidates’ research writing perceptions profiles: A cross-national study. International Journal of Doctoral Studies, 13, 327-345.  https://doi.org/10.28945/4103

Álvarez, M., Castelló, M., Elexpuru, I., Villardón, L., & Yaniz, C. (2017). Why research is performed and what is it for in Social Sciences? Conceptions of PhD students on research. Electronic Journal of research in Educational Psychology, 15(3), 598-623. https://doi.org/10.14204/ejrep.43.16098

Bautista, A., & Castelló, M. (2017). Fostering the professional development of junior authors and reviewers in scientific journals/Contribuyendo al desarrollo profesional de autores y revisores noveles en revistas científicas. Infancia y Aprendizaje, 40 (3), 383-406. https://doi.org/10.1080/02103702.2017.1357250

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, 1-15. http://dx.doi.org/10.1080/07294360.2017.1296412

Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñe-Soler, N. (2017). Why do students consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74 (6), 1055-1068. https://doi.org/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. Infancia y Aprendizaje, 40 (3), 599-656. https://doi.org/10.1080/02103702.2017.1357251

Corcelles, M., Cano, M., Castelló, M. & Mayoral, P. (2017). Enseñar a escribir un artículo científico mediante la revisión colaborativa: percepciones de los estudiantes. Revista Signos, 50 (95), 337-360. http://dx.doi.org/10.4067/S0718-09342017000300337

Gallego, L., Castelló, M., & Badia, A. (2017). Faculty identity through spheres of teaching and research activity and associated genres. Higher Education Research & Development. 36 (5), 962-974. https://doi.org/10.1080/07294360.2016.1263828

Sala-Bubaré, A., & Castelló, M. (2017). Exploring the relationship between doctoral students’ experiences and research community positioning. Studies in Continuing Education, 39 (1), 16-34.  https://doi.org/10.1080/0158037X.2016.1216832

 

Participación en conferencias y seminarios

Sala-Bubaré, A., Castelló, M., & Corcelles, M. (2022). Writing research articles together: Co-authorship. Symposium of SIG writing Conference. Umeå, Sweden, 20-22 june 2022

Badia, A., Becerril, L., & Mayoral, P. (2021). Describing teacher-inquirer identity in a process of educational innovation. Symposium 11th International Conference on the Dialogical Self. Barcelona, 7-10 June 2021.

Castelló, M., Citra A., Bergmans, J. Colombo, V., Inouye, K. Jazvac-Martek, M. Lokhtina, I., Löfström, E. McAlpine, L., & Sala-Bubaré, A. (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. 23-27 August 2021.

Castelló, M. (2021). Research Writing and (Researcher) Identity Development. Keynote. V Writing Across the Borders. WRAB. Conference. March, 2021.

Castelló, M. (2021). The impact of the COVID-19 pandemic on researcher activity and development. Invited symposium. Chair. The 19th biennial online conference EARLI. 23-27 August 2021.

Giralt-Romeu, M., Liesa, E., & Mayoral, P. (2021). Student teachers’ positioning with regard to their key learning experiences in the first practicum. Symposium 11th International Conference on the Dialogical Self. Barcelona, 7-10 June 2021.

Miquel, E., Duran, D., Corcelles, M., & Ribosa, J. (2021). Peer observation as a teacher professional development mechanism: Participant teachers’ perception. The 19th biennial online conference EARLI. 23-27 August 2021.

Mollà, N., & Castelló, M. (2021). Fostering school principal’s identity development through a dialogical training approach. Symposium 11th International Conference on the Dialogical Self. Barcelona, 7-10 June 2021.

Van der weijden, I., Castelló, M., Lambrechts, A., Lokhtina, I., Löfström, E., McGinn, M., Skakni, I. (2021). The impact of the COVID-19 pandemic on researcher activity and development. Paper included in the SIG-24 invited symposium. The 19th biennial online conference EARLI. 23-27 August 2021.

Vargas, A., Mayoral, P., & Cano, M. (2021). The professional identity of the academic counselor through their self-positions and critical incidents. Symposium 11th International Conference on the Dialogical Self. Barcelona, 7-10 June 2021.

Castelló, M., Corcelles, M., Sala-Bubaré, A., & Suñé-Soler, N. (2020). Managing careers uncertainty. 11 Webinars. December 2020.

Castelló, M. (2019). El rol de la escritura (y la lectura ) en la Educación Superior. Conferència invitada. Vicerrectorado de Investigación. Universidad Católica de Concepción. Concepción. Chile.

Castelló, M. (2019). Enraonar i raonar: com el llenguatge transforma el pensament. Conferència invitada. Celebració del centenari de l’Ateneu. Tàrrega, Espanya.

McAlpine, L., & Castelló, M. (2019). Findings and Reflections From a Cross-National, Cross-Role (PhD, Post-PhD Researchers) Research Program: Possibilities and Challenges. AERA 2019 Conference. Toronto, Canada.

Castelló, M. (2019). Luces y sombras de la formación de investigadores en España y su contraste en el contexto internacional. Conferencia de directores de escuelas de doctorado españolas. Santander, Espanya.

Castelló, M. (2019). Repensar la docència. Conferència a Equips directius de la Fundació Blanquerna. Barcelona, Espanya.

Castelló, M. (2019). Students’ research writing: Why, When and How? Conferencia invitada. 10th conference of the European Association on Teaching Academic Writing, EATAW. Chalmers University of Technology, Göteborg, Sweden.

Giralt, M., Liesa, E. & Castelló, M. (2019). Teacher’s professional identity as inquirer’s: The voice of teacher educators. 3rd EuroSoTL Conference.

McAlpine, L., Skakni, I., Sala-Bubaré, A., Weise, C., & Inouye, K. (2019). Assessing (cross-national) research team effectiveness: A potential framework?  Paper presented at AERA conference. Toronto, Canada.

McAlpine, L., Skakni, I., Sala Bubare, A., Weiz, C., Inouye, K., & Cornér, S. (2019). Symposium “Findings and Reflections From a Cross-National, Cross-Role (PhD, Post-PhD Researchers) Research Program: Possibilities and Challenges”. Presentation: Assessing cross-national research with cross-national teams: Trust, quality communication and cross-cultural sensitivity. AERA annual meeting, 5-9.4.2019: Leveraging Education Research in a post-truth era. Toronto, Canada.

Pyhältö, K., Peltonen, J., McAlpine, L., Löfström, E., & Castelló, M. (2019). Comparing European country experiences on researcher community and supervisory support and burnout. AERA 2019 Annual Meeting, 5.-9.2019, Toronto, Canada.

Sala-Bubaré, A. & Castelló, M. (2019). “It’s Like Having Lots of Bricks”: Doctoral Students’ Research Perceptions and Writing Development. AERA 2019 Conference. Toronto, Canada, Abril 2019.

Sala-Bubaré, A., Skakni, I., Inouye, K., Weise, C.,& McAlpine, L. (2019). Early Career Researchers’ Meaning-Making of Research Experiences: A Cross-Role Analysis Using Cross-National Data. AERA 2019 Conference. Toronto, Canada, Abril 2019.

Castelló, M. (2018). El rol de la escritura (y la lectura) en la educación superior. Conferència invitada. Escribir y leer en la Universidad. Pontificia Universidad Católica del Perú, PUCP. Lima, Perú.

Castelló, M. (2018). La evaluación (y la enseñanza) de la escritura: ¿Qué, cuándo, cómo y por qué?/ Writing Assessment (and teaching). Conferència inaugural. Conferencia Iberoamericana de Lectura y Escritura, Cátedra Unesco. Cuenca, Ecuador.

Castelló, M., & McAlpine, L. (2018). Examining ‘research’ genres: Developing paths to success. 16th EARLI Sig-Writing Conference. Antwerp.

Castelló, M., & Petric, B. (2018). Exploring dissertation/thesis writing from the students’ perspective: The ‘what’, the ‘how’, and the ‘why. Symposium. The Literacy Summit.

Sala-Bubaré, A., Castelló, M., Corcelles, M., & Oliva, A. (2018). Making meaning of doctoral students’ writing challenges and their impact on conceptions, processes and texts. 1st Literacy Summit. Practice x science x technology. Porto (Portugal), Octubre 2018.

Sala-Bubaré, A., Pardo, M., & Castelló, M. (2018). Post-docs’ approaches to writing: Relationship between conceptions, experiences and networks. EARLI SIG Writing 2018 conference. Antwerp (Bèlgica), Agost 2018.

Sala-Bubaré, A. (2018). Peer review. Invited workshop. EARLI SIG REaC meeting: Unpacking and exploring researcher communication: implications for inquiry into ECR experience. Copenhagen (Dinamarca), Setembre 2018.

Castelló, M., Brew, A., Boud, D., Van der Weijden, I. & Holley, K. (2017). What do we know about academic work today? Symposium. 17th Biennal EARLI, Tamprere-Finlandia.

Castelló, M. (2017). Compartir per aprendre. Conferència inaugural. 38ª Escola d’estiu del Vallès Occidental. Generalitat de Catalunya. Cerdanyola, Espanya.

Castelló, M., Sala-Bubaré, A., Suñé-Soler, N., & Pardo, M. (2017). Post-PhD researchers’ writer identity development: Relationship between conceptions and experiences. 17th Biennial EARLI Conference for Research on Learning and Instruction. Tampere, Finlandia, Agost 2017.

Castelló, M. (2017). Writing the Master Dissertation through developing authorial voice and authorship. Focus on processes and products. Conferència invitada. MALLL. Erasmus Mundus. London, Regne Unit.

Liesa, E., Corcelles, M., Cano, M., González-Ocampo, G. & Castelló, M. (2017). What are the most positive and negative significant events in the doctoral journey? Paper presented at the 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland: University of Tampere.

Sala-Bubaré, A., & Castelló, M. (2017). Doctoral students’ regulation episodes when writing the first scientific article. Writing research across the broaders. IV. Bogotá, Colombia, Febrero, 2017.

Sala-Bubaré, A., Castelló, M., Rijlaarsdam, G. (2017). Doctoral students’ writing regulation processes. 17th Biennial EARLI Conference for Research on Learning and Instruction. Tampere, Finlandia. Agost, 2017.

Suñé-Soler, N., Monereo, C. & Castelló, M. (2017). Doctoral Support Networks: Characteristics and relationships with research conditions. Earli-Jure, Tampere-Finlandia.

Tesis doctorales

Canelo, J. (2020). El rol de la indagación en la identidad profesional docente: situación actual y retos en la formación inicial. Tesis doctoral dirigida por la Dra. Eva Liesa, Universidad Ramón Llull. http://hdl.handle.net/10803/669864

Giralt Romeu, M. (2020). El rol de la indagación en la identidad profesional docente. Situación actual y retos en la formación inicial. Tesis doctoral dirigida por la Dra. Montserrat Castelló y Dra. Eva Liesa, Universidad Ramón Llull.http://hdl.handle.net/10803/669864

Alvarez Otero, B. (2018). Concepciones sobre aprender y enseñar a través de la escritura en clase de Cièncias Naturales. Tesis doctoral dirigida por la Dra. Montserrat Castelló, Universidad Ramón Llull.http://hdl.handle.net/10803/462257

Sala-Bubaré, A. (2018). Doctoral writing and development: A socially situated perspective. Tesis doctoral dirigida por la Dra. Montserrat Castelló, Universidad Ramón Llull. http://hdl.handle.net/10803/585873

González Ocampo, G. (2017). Doctoral supervision and researcher development. Tesis doctoral dirigida por la Dra. Montserrat Castelló, Universidad Ramón Llull.http://hdl.handle.net/10803/454980

 

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