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.

Volumen 27 | 2025

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

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

Edwin José Triana, Carme Armengol Asparó

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

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

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

Representations on Teacher Identity in Special Education in Chile

Lidia Valdenegro-Fuentes

Reading in Spanish: Chinese College Students’ Strategic Learning

Xu Kong, Vilma María Pérez Viñas, Qinghua Qiu

Beliefs of teacher education students about wordless picturebooks

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

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

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

Social Imaginaries of Peacebuilding of Teachers in Post-Conflict Zones

William Orlando Arcila Rodríguez, Yasaldez Eder Loaiza Zuluaga, Germán Albeiro Castaño Duque

Public-private school segregation in primary education. A multigroup analysis of Latin America

Claudia Guiral, F. Javier Murillo

Learning and teaching styles in traditional dances

María Espada-Mateos, Rosa de las Heras-Fernández, María Fernández-Rivas

Predictive Model of Mastery-Approach Goals: An Analysis with Artificial Intelligence

Francisco Quiñonez Tapia, María de Lourdes Vargas Garduño
ISSN: 1607-4041

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