Vol. 23 No. 51 (2024)

Editorial

Presentación Edición 23(51)

Angélica Vera Sagredo

9 - 10
- pdf (Spanish)

Investigación

Escribir en la escuela: una revisión sistemática de propuestas de enseñanza implementadas en el nivel secundario

María de los Ángeles Chimenti, Juliana Tonani

12 - 31
- pdf (Spanish)
Sobre la didáctica de las danzas folklóricas en el contexto escolar chileno: aproximaciones desde una experiencia de Aprendizaje Servicio

Jean Paul Rannau-Garrido, Mauricio Contreras-Olivares

32 - 50
- pdf (Spanish)
Use of investigative skills in teachers of Language in Primary Education

Jennifer Caroca-Guzmán, Macarena Yancovic-Allen

51 - 67
- pdf (Spanish)
Estrategias Docentes para Enseñar Matemáticas: Trabajo Colaborativo entre Profesionales del Área de Matemáticas y Educación Diferencial

Francisca Contreras, Llangka Pailamilla, Juan Luis Piñeiro

68 - 91
- pdf (Spanish)
Family-school relationship, yes... but not so much. Social representations of teachers in training

Héctor Cárcamo-Vásquez, Pablo Méndez-Bustos

92 - 107
- pdf (Spanish)
Análisis de la reflexión de profesores de Biología en formación desde una perspectiva rizomática

Eduardo Ravanal-Moreno, Ronnie Videla-Reyes

108 - 127
- pdf (Spanish)
Technological pedagogical content knowledge (TPACK) in rural contexts: A literature review

Miguel Ángel Paidican-Soto, Pamela Alejandra Arredondo-Herrera

128 - 152
- pdf (Spanish)
Decoding through narratives the development of TPACK of Mathematics teachers

Vera Lúcia de Oliveira Freitas Ruas, Josué Antunes de Macêdo, Edson Crisostomo

153 - 175
- pdf (Spanish)
The narrative language of emotions in the interdisciplinary work of collaborative practices with students of Early Childhood Education, Differential Education and Primary Education

Teresa Ríos-Saavedra, Bernarda Toledo-Toledo

176 - 196
- pdf (Spanish)
Being a teacher in virtual environments: post-pandemic challenges and demands for initial teacher training. An approach from the evaluation of future teachers and their mentors.

Marcela Palma-Troncoso, Rosse Marie Vallejos-Gómez, Gerardo Urra-Barra

197 - 212
- pdf (Spanish)
Evaluation of Teacher Induction Programs (E-Tip): Validity of the Criteria

María-Mercedes Yeomans-Cabrera, Jonathan Martínez-Líbano

213 - 233
- pdf (Spanish)
Profile of Support Teacher in the processes of Inclusion of Deaf Students in Higher Education

Karina Muñoz-Vilugrón, Claudia Martínez-López, Gabriela Subiabre-Pérez, Carmen Sastre-González

234 - 252
- pdf (Spanish)
Emotions in the learning process: systematic review

Reinaldo Salcedo-de-la-Fuente, Lizbeth Herrera-Carrasco, Lucía Illanes-Aguilar, Felipe Poblete-Valderrama, Viviana Rodas-Kürten

253 - 271
- pdf (Spanish)

Estudios y Debates Pedagógicos

Teacher education and immigration in Chile: Rationale and proposals from a culturally relevant pedagogy framework

Michel Riquelme-Sanderson, César Peña-Sandoval

273 - 291
- pdf (Spanish)
Teaching space-time prepositions in English as L2: How do we approach them in the classroom?

Mackarena Kartsevski, Ítalo Lazcano

292 - 311
- pdf (Spanish)

Experiencias Pedagógicas

Implantación del Aula Invertida en las Prácticas de Laboratorio de una Asignatura Básica de Química

Milagros Rico-Santos, María del Pino Quintana-Montesdeoca

313 - 331
- pdf (Spanish)
Ionizing Radiations in the Physics Degree Curriculum: an analysis from Basil Bernstein's Pedagogical Device

Eric Delarco Bertoni, Leandro Londero

332 - 350
- pdf (Spanish)
Uso da Aprendizagem Baseada em Projeto e Scrum para o desenvolvimento de um MOOC: um Relato de Experiência

Cynthia Pinheiro Santiago, José Wally Mendonça Menezes, Francisco José Alves de Aquino

351 - 371
- pdf (Spanish)
Image, matter and object: a pedagogical experience around the didactic-object for the construction of learning spaces in primary school

Nora Ramos-Vallecillo, Víctor Murillo-Ligorred

372 - 390
- pdf (Spanish)
Teachers’ Conceptions and Use of Cooperative Learning in EFL Classrooms

Soffía Carbone-Bruna, Erika de la Barra-Van Treek

391 - 408
- pdf (Spanish)

Full Issue

Editorial

Presentación Edición 23(51)

Investigación

Escribir en la escuela: una revisión sistemática de propuestas de enseñanza implementadas en el nivel secundario

Sobre la didáctica de las danzas folklóricas en el contexto escolar chileno: aproximaciones desde una experiencia de Aprendizaje Servicio

Use of investigative skills in teachers of Language in Primary Education

Estrategias Docentes para Enseñar Matemáticas: Trabajo Colaborativo entre Profesionales del Área de Matemáticas y Educación Diferencial

Family-school relationship, yes... but not so much. Social representations of teachers in training

Análisis de la reflexión de profesores de Biología en formación desde una perspectiva rizomática

Technological pedagogical content knowledge (TPACK) in rural contexts: A literature review

Decoding through narratives the development of TPACK of Mathematics teachers

The narrative language of emotions in the interdisciplinary work of collaborative practices with students of Early Childhood Education, Differential Education and Primary Education

Being a teacher in virtual environments: post-pandemic challenges and demands for initial teacher training. An approach from the evaluation of future teachers and their mentors.

Evaluation of Teacher Induction Programs (E-Tip): Validity of the Criteria

Profile of Support Teacher in the processes of Inclusion of Deaf Students in Higher Education

Emotions in the learning process: systematic review

Estudios y Debates Pedagógicos

Teacher education and immigration in Chile: Rationale and proposals from a culturally relevant pedagogy framework

Teaching space-time prepositions in English as L2: How do we approach them in the classroom?

Experiencias Pedagógicas

Implantación del Aula Invertida en las Prácticas de Laboratorio de una Asignatura Básica de Química

Ionizing Radiations in the Physics Degree Curriculum: an analysis from Basil Bernstein's Pedagogical Device

Uso da Aprendizagem Baseada em Projeto e Scrum para o desenvolvimento de um MOOC: um Relato de Experiência

Image, matter and object: a pedagogical experience around the didactic-object for the construction of learning spaces in primary school

Teachers’ Conceptions and Use of Cooperative Learning in EFL Classrooms

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