Online first

En esta sección se incluyen los manuscritos aceptados para publicación que aún se encuentran en proceso de edición y maquetación.

La Primera versión en línea (Online First) es una copia de galerada en PDF que incluye un DOI, por lo que ya puede ser referenciada, ampliando así la ventana de citación del artículo.

Volume 26 | 2024

Beliefs of teacher education students about wordless picturebooks

Francisco Antonio Martínez-Carratalá, Sebastián Miras, José Rovira-Collado

Reading in Spanish: Chinese College Students’ Strategic Learning

Xu Kong, Vilma María Pérez Viñas, Qinghua Qiu

Representations on Teacher Identity in Special Education in Chile

Lidia Valdenegro-Fuentes

Gaze, conversational structures, and mediation in Chilean primary education

Marco Antonio Villalta Paucar, Pablo Livacic Rojas, Jéssica Verónica Rebolledo Etchepare, Lautaro Barriga Carvajal, Angélica Guzmán Droguett

How to evaluate teacher collaboration? The case of the National Teacher Recognition System in Chile

Johana Contreras, Constanza San Martín, Solange Muñoz, Horacio Solar

Identification of the necessary teaching features for the formation of effective co-teaching pairs

Edwin José Triana, Carme Armengol Asparó

Influence of digital teaching competencies and other factors on participation in massive online courses

María Amalia Salazar Alvarado, Adriana Mata Calderón, Olmer Núñez Sosa, Carmen Yaribel Cruz Salgado, Melissa Cubero Villalobos

Professional problems in teacher training: Analysis of a reflective cycle

Daniela Olivares Díaz, Pablo Flores Martínez

Parental perceptions about gifted children and their school experience

María Paz Gomez-Arizaga, María Leonor Conejeros-Solar, Sandra Catalán Henríquez, Katia Sandoval-Rodríguez, Macarena Schiller Sánchez

Design of an interactive textbook to learning with engagement

Teresa González-Ramírez, Alién García-Hernández

Teachers' social justice attitudes and behaviours in challenging contexts: a case study

Irene Moreno-Medina

Simulation for student dropout and educational alternatives between presence-distance after COVID-19

Sandra Patricia Barragán Moreno, Oscar Leonardo Lozano Galindo

Profiles of expectations and academic readiness in higher technical

Nelson Castro Méndez, Ximena Suárez Cretton, Nicolás Pareja Arellano

Cheating culture, behaviors related to corruption and university students

Ricardo Morais-Xavier, Ambrosio Tomás-Rojas, Úrsula Freundt-Thurne, Eliana Gallardo-Echenique

Reconstruction of training- professional trajectories upon graduation from postgraduate studies

Brenda Guadalupe Colin Palma, Guadalupe Barajas Arroyo

A peer tutoring programme for the mathematical problem solving

Clara Bastart Jané, Marta Flores Coll

Vocational education and training in Chile: collaborative work and distributed leadership

Luis Ahumada Figueroa, Oscar Julio Maureira Cabrera, Mauricio Pino-Yancovic

Teaching didactics for critical thinking in virtual environments

Guillermo Isaac González-Rodríguez, Maira Beatriz García-Híjar

The University Curriculum from a Socio-Formative Approach: The Case of a Peruvian University

Mihay Yully Rojas Orihuela, Nemecio Núñez Rojas

Gender and School Improvement in Primary Education Schools

Ana Aierbe Barandiaran, Nahia Intxausti Intxausti, Isabel Bartau Rojas

Mentoring Through Practicum Settings into Teacher Training for Social Change

Irene García-Lázaro, Jesús Conde-Jiménez, Pilar Colás-Bravo

Volumen 27 | 2025

Challenges in the practice of co-teaching in intercultural education for teaching the mapuche language and culture in Chile

Katerin Elizabeth Arias Ortega, Carlo Previl, Viviana Marcela Villarroel Cárdenas

Analytics and Usage Gaps of Digital Platforms for Mathematics Education in Uruguay

Eduardo Rodríguez Zidán, Gustavo Bentancor Biagas, Martin Solari

Relevance of financial training and quantitative reasoning during higher education

José Gabriel Aguilar Barceló, Lizbeth Martínez Romero, Natanael Ramírez Angulo

COVID–19 and higher education teachers: Pedagogical and emotional response

José Ángel Vera Noriega, Miguel Angel Sainz Palafox, María Clara Cuevas Jaramillo

Chilean educational psychologists: transitioning to the indirect approach of intervention

Rodolfo Soto González, Marta Minguela, Javier Onrubia

Emotional impact of COVID-19 on teacher training

Irune Corres-Medrano, Rakel Gamito, Imanol Santamaría-Goicuria

Transition from preschool to elementary school: family perspective in Dominican Republic

Emelinda Padilla Faneytt

Attitudes toward research in undergraduate psychology students at a public university in Mexico: A cross-sectional study

Mario E. Rojas-Russell, Ma. Fernanda Martínez-Hirota, Angel F. García-Pacheco, Karina Serrano-Alvarado

The construction of the student as a political subject in inclusive Schools

René Valdés, Luis Jiménez, Cecilia Olivares

Types of Feedback for Strategic Reading in Large Lectures

Ligia Colmenares Vázquez, Guadalupe Yamilet Torres López, Carlos Santoyo Velasco

Curricular evaluation of a postgraduate in the voice of its actors

Gladys Martínez-Gómez, Carlos Alberto Cortés-Rodríguez, Daniel Vega-Martínez

Teaching history in Mexico: teachers' perceptions in primary education

Anacary Guadalupe Castro-Torres, Rosendo Martínez-Rodríguez