Research Staff

Educational Change for Social Justice (GICE), Universidad Autónoma de Madrid

F. Javier Murillo

RILME Coordinator, Research group Coordinator

Senior Lecturer in Educational Research Methods Area (MIDE), at the Department of Didactic and Education Theory (Faculty of Teacher Training and Education) of the Autonomous University of Madrid (UAM). Coordinator of the Research Group “Educational Change for Social Justice” (GICE-UAM), Academic Secretary of the University Institute of Human Rights, Democracy, Culture of Peace and Nonviolence (DEMOSPAZ) of the UAM. General Coordinator of the Ibero-American Research Network on Change and School Effectiveness (RINACE) and the Research Network on Leadership and Educational Improvement (RILME). Director of REICE, Ibero-American Journal on Quality, Effectiveness and Change in Education, of the Ibero-American Journal of Educational Evaluation, and of the International Journal of Education for Social Justice.

He has been General Coordinator of the Latin American Laboratory for the Evaluation of the Education Quality (LLECE) of UNESCO, and Director of Studies at the Educational Research and Documentation Center (CIDE) of the Ministry of Education.

He has 3 six-years-stretches of research, and more than 6,659 citations in Google Scholar, an h-index of 45, an i10-index of 120, and more than 225 published articles; in the last five years 7 JCR and 18 Scopus, among others. He has participated in 37 research projects funded in national and international competitive calls, 26 of which as Principal Researcher. He has supervised more than 20 doctoral theses. Principal Researcher of the “Network of Excellence”: Leadership and Educational Improvement (RILME) funded by the National Program of Scientific and Technical Research of Excellence (EDU2015-70036-REDT) and National Coordinator of the International Successful School Principalship Project (ISSPP).

He has worked as an expert in Educational Research and Evaluation in several countries of Latin America -Mexico, Panama, Bolivia, Peru and Brazil-, and with different international agencies -UNESCO, OCDE and Convenio Andrés Bello-.

Currently his research has been focused on “Education for Social Justice”. That is of this is its participation as PR of four consecutive National R+D+i projects: “Democracy in schools as the cornerstone of an education for social justice” (EDU2017-82688-P); “Schools in socio-economically challenging contexts: An Approach from Education for Social Justice” (EDU2014-56118-P), “Schools for Social Justice” (EDU2011-29114) and “Educational Leadership for Social Justice” (EDU2010) -18224).

For the past 20 years he has been researching on School Effectiveness and Improvement. As outcomes of this work can be regarded, for example, in his books: Research on School Effectiveness (Octahedron), School Improvement, a change of view (Octahedron), School Management: analysis and research (MEC), and has managed to have a remarkable influence especially in Latin America. Highlights could be the development of a School Effectiveness Improvement Model (with Creemers and Stoll), as well as the Ibero-American Research on School Effectiveness. He has been an elected member of the Board of Directors of the International Congress on School Effectiveness and School Improvement (ICSEI). It is remarkable his work as an educational methodologist especially using Multilevel Models. He has published a large number of articles where he shows the relationship of different factors with academic performance.

Some relevant publications:

  • Krichesky, G. J. & Murillo, F. J. (2018). La colaboración docente como factor de aprendizaje y promotor de mejora. Un estudio de casos[ Teacher collaboration as a learning factor and promoter of improvement. A case study]. Educación XXI, 21(1), 135-156. https://doi.org/10.5944/educxx1.15080 (JCR)
  • Murillo, F. J. & Hidalgo, N. (2017). Students’ conceptions about a fair assessment of their learning. Studies in Educational Evaluation, 53, 10-16. https://doi.org/10.1016/j.stueduc.2017.01.001 (JCR)
  • Murillo, F. J. & Román, M (2014). Consequences of child labor in school performance. Latin American students of Primary Education. Latin American Research Review, 49(2), 84-106. https://doi.org/10.1353/lar.2014.0031 (JCR)
  • Murillo, F. J. & Martínez-Garrido, C. (2013). Impact of homework on academic performance. A study of Iberoamerican students of primary education. Journal of Psychodidactics, 18(1), 157-171. https://doi.org/10.1387/revpsicodidact.6156 (JCR)
  • Murillo, F. J. & Román, M. (2013). The distribution of time for the directors and directors of primary schools in Latin America and their impact on student performance. Revista de Educación, 361, 141-170. https://doi.org/10-4438/1988-592X-RE-2011-361-138 (JCR)
  • Román, M. & Murillo, F. J. (2012). Learning environments with technological resources: To look at your contribution to student performance in Latin American elementary schools. Educational Technology Research and Development, 6(6), 1107-1128. https://doi.org/10.1007/s11423-012-9262-5 (JCR)
  • Román, M. & Murillo, F. J. (2012). Educational policies to support schools in poor sectors and low academic achievement in Chile: 1990-2011. Revista de Educación, extraordinary issue.

More information: http://www.fjaviermurillo.es

Email: javier.murillo@uam.es

Charo Cerrillo

Translation

Cynthia Martínez-Garrido

Translation

Nina Hidalgo Farran

Assistant Professor at the Department of Didactic and Education Theory (Faculty of Teacher Training and Education). Member of “Educational Change, for Social Justice” Research Group, member of Research Network on Educational Leadership and School Improvement (Rilme) and member of the Interuniversity Association for Pedagogical Research (Aidipe). She has been a training intern by the Ministry of Education. She is the editor of the Ibero-American Journal of Educational Evaluation (Riee) and the International Journal of Education for Social Justice (Riejs). She has written more than 25 research papers on important data baes (JCR, Scopus, etc).

Email: nina.hidalgo@uam.es

Guillermina Belavi

Post-doctoral researcher with a Research Staff Training Contract (FPI-UAM) obtained through competitive attendance. She is a member of the Educational Change for Social Justice research group –GICE-UAM, of the UNESCO Chair on Education for Social Justice, of the Institute of Human Rights, Democracy, Culture of Peace and Nonviolence –DEMOSPAZ, and of the Research Network on Leadership and Improvement of Education –RILME.

She is Doctor in Education by the Autonomous University of Madrid and Political Scientist by the National University of Rosario. She assists teaching in the subjects of Research, Innovation and Assessment in Education and Change and Improvement in Education (Faculty of Teacher Training and Education –Autonomous University of Madrid).

Her area of interest is political philosophy and education, currently she is developing research about democracy and education for the I+D+I Project “Democracy in Schools as the Cornerstone of an Education for Social Justice” (Ref: EDU2017-82688-P).

Correo Electrónico: guillermina.belavi@uam.es

ORCID ID: http://orcid.org/0000-0002-6471-7583

 

Últimas publicaciones:

Belavi, G., Murillo, F. J., & Graña, R. (2019). Transformar las relaciones en el aula: estudio etnográfico sobre la cultura democrática en escuelas que trabajan para la justicia social. En Actas II Encuentro de Doctorandos/as e Investigadores/as Nóveles de AIDIPE (pp. 42-49). Madrid: AIDIPE.

Belavi, G., Murillo, F. J., & Graña, R. (2019). Del barrio a la escuela, de la escuela al mundo: relaciones entre el centro educativo y su comunidad en escuelas que trabajan por la justicia social. En Actas XIX Congreso Internacional de Investigación Educativa: Investigación comprometida para la transformación social (pp. 663-669). Madrid: AIDIPE.

Belavi, G., Murillo, F. J., & Graña, R. (2019). Imaginar, crear y aprender la democracia: un estudio etnográfico sobre el aprendizaje de la autonomía en la escuela. En Actas I Congreso Internacional Derechos Humanos, Democracia, Cultura de Paz y No Violencia (pp. 114-116). Madrid: Instituto DEMOSPAZ.

Belavi, G., Murillo, F. J., & Graña, R. (2018). Reconocer lo político para democratizar la educación. En Avances en democracia y liderazgo distribuido en educación: Actas del II Congreso internacional de liderazgo y mejora de la educación (pp. 589-592). Madrid: Red de Investigación sobre Liderazgo y Mejora de la Educación (RILME).

Murillo, F. J.; Belavi, G. y Pinilla, L. (2018). Segregación escolar público-privada en España. Papers. Revista de Sociología, 103(3), 307-337. https://doi.org/10.5565/rev/papers.2392

Murillo, F. J. y Belavi, G. (2018). Segregación escolar de los estudiantes extranjeros pobres en España. Scripta Nova. Revista Electrónica de Geografía y Ciencias Sociales, 22(603). https://doi.org/10.1344/sn2018.22.19894

Murillo, F. J., Martínez-Garrido, C., & Belavi, G. (2017). Sugerencias para escribir un buen artículo científico en educación. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 15(3), 5-34. https://doi.org/10.15366/reice2017.15.3.001

Murillo, F. J., Martínez-Garrido, C., & Belavi, G. (2017). Segregación escolar por origen nacional en España. OBETS. Revista de Ciencias Sociales, 12(2), 395-423 https://doi.org/10.14198/OBETS2017.12.2.04

Belavi, G., & Murillo, F.J. (2016). Educación, democracia y justicia social. Revista Internacional de Educación para la Justicia Social, 5(1), 13-34. https://doi.org/ 10.15336/riejs2016.5.1

Irene Moreno Medina

Graduated in Social Education and Degree in Psychopedagogy from the University of Malaga. Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate. PhD in Education at the Autonomous University of Madrid and hired FPI-UAM. Researching the culture of the centers in challenging contexts. Visiting scholar at the University of Porto (Portugal) in 2018 and at the University of Cincinnati (United States) in 2019.

She has been a technical collaborator as an evaluator in the Evaluation and Accreditation Directorate of the Andalusian Knowledge Agency (DEVA-AAC) for undergraduate and master’s degrees and in the National Agency for Quality Assessment and Accreditation (ANECA) for degrees PhD.

Email: irene.morenom@uam.es

Cecilia Azorín

Degree in Music Teaching (2010), a Degree in Pedagogy (2013), a Master’s Degree in Research and Innovation in Early Childhood and Primary Education (2011), a Master’s Degree in Gender and Equality (2014), a Master’s Degree in Teacher Training (2016) and a PhD in Education (2017).

She has received the Extraordinary End-of-Degree in Music Teaching Award (University of Murcia, 2011); the Extraordinary End-of-Degree in Pedagogy Award (University of Murcia, 2014) and the First National End-of-Degree Award in the Degree in Pedagogy (Ministry of Education, 2017).

In 2019, she obtained the international Michael Fullan Emerging Scholar Award in Professional Capital and Community of the Boston College, a distinction that recognizes the academic and research trajectory of emerging scholars during the first five years of their postdoctoral period.

She is currently an Associate Professor at the Faculty of Education, Department of Didactic and School Organization, University of Murcia (Spain). Member of the Research Group “Equity and Educational Inclusion” (EIE) of the University of Murcia. Her lines of research are about leadership, inclusion, school improvement and professional learning networks.

She is the Spanish coordinator of the Erasmus + Project “All through Schools” (KA2 Project, 2019-UK01-KA201-061536) with funding of 307288 euros, whose execution period is 2019-2022. Professors Alma Harris and Michelle Jones (University of Swansea) lead this research, in which educational centers, researchers and local authorities from the United Kingdom, Spain and Iceland participate.

Since 2019, she is an associate editor in the journal “Research in Educational Administration and Leadership” (https://dergipark.org.tr/en/pub/real), SJR (Q4) and included in ESCI. Member of the Editorial Committee of the following journals: “School Leadership & Management” (https://www.tandfonline.com/toc/cslm20/current), SJR (Q1) and “Journal of Professional Capital and Community” (http: //www.jpccjournal.com), SJR (Q2).

She has been speaker at some of the most prestigious international conferences held in the field of education, such as the Education Conference on Educational Research (ECER) in 2017 and 2018, and the International Congress for School Effectiveness and Improvement (ICSEI) in 2020. She has also been invited to the “Extreme After Dinner Speakers Club” session, sharing the stage with Professor Michael Fullan.

Author of 37 articles, including: 2 JCR articles (Q1 and Q2), 22 articles in SJR (3 in Q1, 6 in Q2, 10 in Q3 and 3 in Q4), and 13 articles in IN RECS, Latindex, ESCI and Fecyt. She has also written book chapters in prestigious publishers such as Springer and Routledge.

Editor of two monographic issues on collaboration networks in education in: Profesorado. Revista de Currículum y Formación del Profesorado”(number 22-2, 2018), SJR (Q3); and more recently in“ School Leadership & Management ”(number 40-2 / 3, 2020), SJR (Q1) .

Email: cmaria.azorin@um.es

Raquel Graña

Graduated in Early Childhood Education from the University of Valladolid. Afterwards she studied the Master of Quality and Education of the Autonomous University of Madrid, where she currently is a PhD student. Member of GICE since 2016 she specializes in teams located in challenging socio-economic contexts from the perspective of Social Justice.

Email:  raquel.granna@uam.es

Claudia Guiral

Claudia has a Bachelor’s Degree in English Studies and a Minor in German Language from the University of the Basque Country (UPV/EHU). She is in possession of a Master’s Degree in Teacher Training for Compulsory and Upper Secondary Education in the field of English as a Foreign Language. Moreover, she has completed the Master’s Degree in Quality and Improvement in Education from the Autonomous University of Madrid (UAM).

She has worked in the area of Modern Languages teaching and designing courses for all ages in different centres. Specifically, her professional activity has been centered in Spanish as a Second Language teaching. She has been a Spanish teacher both, in Spain in different NGOs and companies, and in England where she was a teacher in a public secondary school in London. Claudia is currently working as a research technician in the UNESCO Chair on Education for Social Justice at the Autonomous University of Madrid.

Email: claudia.guiral@uam.es

Reyes Hernández Castilla

Senior Lecturer in the Area of Educational Research Methods of Department of Didactic and Theory of Education, Faculty of Teacher Training and Education the Autonomous University of Madrid. Member of the Research Group Educational Change for Social Justice, GICE..

PhG in Education 1986 and in  Psychopedagogy in 1999, Doctor in Education 1996 from the Universidad Pontificia Comillas, Madrid.

She has 1 six-years-stretches of research, and more than 888 citations in Google Scholar, an h-index of 17, an i10-index. With more than 45 articles, and a large number of other products of her research. He has 22 years of research and postdoctoral teaching experience. Principal Investigator 2 of R+D+ i, Local Calls, in Madrid. And she has participated in more than 40 research projects.

Since 2003, hired full-time at the Autonomous University of Madrid, and previously at the University of Alcalá de Henares. He has participated in 11 Innovation Projects, recognized by the UAM.

She has been Vice Dean of Research and Innovation of the Faculty of Teacher Training and Education, Academic Secretary of the Department of Teaching and Theory of Education, Coordinator of the Master in Quality and Improvement of Education.

Research Training Grant (FPI) at the Center for Research, Documentation and Evaluation (CIDE), of the MEC, in the Evaluation Service 1989-1993 for 4 years. In the CIDE, she assumes the functions of national coordinator in international studies such as the IAEP or the TIMSS. Director of DATAGRUPAL, S.L. 1993-1996, in which he directed evaluation and advisory work to different public and private institutions. He has been a member of the Interuniversity Research Group (UAH, UNED, UAM, UCO) “Images, Words and Ideas”.

She has been a member of the Editorial Board Tendencias Pedagógicas.

Evaluator of Research Projects in European Science Education Initiative, FP6-2003 Science & Society 5 call in Brussels. 2008 and 2010 and in the Latin American area with the Program to Promote Educational Reforms in Latin America and the Caribbean, PREAL.

In addition, he is a member of international and national educational research societies such as the American Educational Research Association, the European Educational Research Association, the Iberoamerican School Effectiveness and Improvement Research Network (RINACE), the Ibero-American Research Network on Teaching Evaluation, RIIED, the Interuniversity Research Association (AIDIPE) and Partner of AMOP, among others. Some  of her most recent publications are:

  • Hernández-Castilla, R., Murillo, F. J. y Hidalgo, N. (2017) Lecciones aprendidas en el estudio del Liderazgo Escolar Exitoso. Los casos de España en el proyecto internacional ISSPP. Revista de Investigación Educativa. 2(1), 499-818. https://doi.org/10.6018/rie.35.2.279241
  • Murillo, F. J., Hernández-Castilla, R. y Martínez-Garrido, C. (2016) ¿Qué ocurre en las aulas donde los niños y niñas no aprenden? Estudio de aulas ineficaces en Iberoamérica.  Perfiles Educativos, 38(151), 55-70.
  • Murillo, F.J. y Hernández-Castilla, R. (2015). Liderazgo para el aprendizaje: ¿Qué tareas de los directores y directoras escolares son las que más inciden en el aprendizaje de los estudiantes? RELIEVE, 21(1),1- 20. https://doi.org/10.7203/relieve.21.1.5015
  • Murillo, F.J., Hernández-Castilla, R., Hidalgo, N. y Martínez-Garrido, C. Desarrollo y evaluación psicométrica de la escala sobre Actitudes hacia la Justicia Social en Educación. Revista Internacional de Educación para la Justicia Social, 3(2), 215-235. https://doi.org/10.15366/riejs2016.5.2.008
  • Murillo, F. J. y Hernández-Castilla, R. (2014). Liderando escuelas Justas para la Justicia Social. Revista Internacional de Educación para la Justicia Social, 3(2), 13-33 https://doi.org/10.15366/riejs2014.3.2
  • Murillo, F. J. y Hernández-Castilla, R. (2011). Aportaciones de la Mejora y la Eficacia Escolar para la prevención del fracaso. Organización y Gestión Educativa, 5, 16-20.
  • Murillo, F. J., Martínez-Garrido, C. y Hernández-Castilla, R. (2011). Decálogo para una Enseñanza Eficaz. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(1), 6-27. https://doi.org/10.15366/reice2016.14.2
  • Murillo, F. J., Hernández-Castilla, R. (2011). Trabajar por la justicia social desde la educación. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. 2(1), 111-112. https://doi.org/10.15366/reice2016.14.2
  • Murillo, F.J. y Hernández-Castilla, R. (2011). Efectos escolares de factores socio-afectivos. Un estudio Multinivel para Iberoamérica. RIE. Revista de Investigación Educativa, 29(2), 407-427. https://doi.org/10.6018/rie.35.2.279241
  • Murillo, F.J., Román, M. y Hernández-Castilla, R. (2011). Evaluación Educativa para la Justicia Social. Revista Iberoamericana de Evaluación Educativa, 4(1),7-23.
  • Murillo, F. J. y Hernández-Castilla, R. (2011). Factores escolares asociados al logro socio-afectivo en Iberoamérica. RELIEVE, 17. https://doi.org/10.7203/relieve.17.2.4007
  • Murillo, F. J, y Hernández-Castilla, R. (2011). Hacia un Concepto de Justicia Social. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(4), 7-23.
  •  Murillo, F. J. y Hernández-Castilla, R. (2011). La equidad en la investigación sobre eficacia escolar. Profesorado. Revista de Currículum y Formación del Profesorado, 15(3), 2-5.
  • Murillo, F. J, y Hernández-Castilla, R. (2011). Trabajar por la justicia social desde la educación REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación,9(4),4-6.
  • Murillo, F. J. y Hernández-Castilla, R. (2011). Una dirección escolar para la inclusión. Organización y Gestión Educativa, 1, 17-22.
  • Murillo, F. J. y Hernández-Castilla, R. (2011) Una Evaluación Justa para una Sociedad Justa. Revista Iberoamericana de Evaluación Educativa, 4(1), 3-6.
  • Murillo, F. J. y Hernández-Castilla, R. (2011). Lecciones Aprendidas de la Evaluación de directores/as escolares de España para la evaluación del desempeño docente no universitarioAvances en Supervisión Educativa, 38(151), 55-70.
  • Murillo, F. J., Krichesky, G., Castro, A. y Hernández-Castilla, R. (2010). Liderazgo escolar para la Inclusión y la Justicia Social. Revista Latinoamericana de Educación Inclusiva, 4(1), 169-186.

Email: reyes.hernandez@uam.es

 

Training focused on the School (FORCE), University of Granada

Antonio Bolívar

Research Group Coordinator for RILME network

Catedrático de Universidad. Facultad de Ciencias de la Educación. Universidad de Granada.

Líneas de investigación o campos de interés

  • Innovación y mejora de la Escuela
  • Liderazgo pedagógico centrado en el aprendizaje
  • Comunidades Profesionales de Aprendizaje
  • Procesos de mejora y asesoramiento educativo

 

Proyectos de investigación dirigidos

a) Actuales

Identidad de la dirección escolar: Liderazgo, formación y profesionalización“. Programa I+D+i de Excelencia. Programa I+D+i de Excelencia. Mas información

b) Finalizados

“Liderazgo pedagógico y desarrollo del centro como comunidad profesional: prácticas de éxito en educación obligatoria”. Ministerio de Economía y Competitividad dentro del Programa Estatal de Investigación Científica y Técnica 2013-2016. Referencia EDU2013-48432-P. Vigencia 2014-2017.

La Liderazgo centrado en el aprendizaje y su impacto en la mejora: Prácticas y resultados en Secundaria. Ministerio de Ciencia e Innovación dentro del Plan Nacional de I+D+.(Investigador principal: Antonio Bolívar). Referencia EDU2010- 16131. Vigencia 2010–2013.

 

Biografía

Ha participado, como director o miembro de equipo, en una treintena de proyectos de investigación y publicado bastantes libros y más de dos centenares de artículos en editoriales y revistas nacionales e internacionales. Es editor/director de “Profesorado. Revista de Currículum y Formación del Profesorado” [ http://recyt.fecyt.es/index.php/profesorado ], y es miembro de Comités editoriales o científicos de varias revistas de reconocido prestigio. Es miembro fundacional de los Proyectos “Cives”, patrono de la “Liga de la Educacion y la Cultura Popular”, de “Atlántida” y de la “Asociación para el Desarrollo y la Mejora Escolar (ADEME)”. Ha publicado, entre otros, los siguientes libros: Cómo mejorar los centros educativos (Madrid: Síntesis, 1999); Los centros educativos como organizaciones que aprenden (Madrid: La Muralla, 2000); Políticas actuales de mejora y liderazgo educativo (Archidona, Málaga: Aljibe, 2012) y Melhorar os processos e os resultados educativos. O que nos ensina a investigação (Oporto: F. Manuel Leão, 2012).

Más información en la web personal: http://www.ugr.es/~abolivar/

Correo Electrónico: abolivar@ugr.es

María José León Guerrero

Coordinator

Translation

Jesús Domingo Segovia

Translation

María Jesús Gallego Arrufat

Translation

Katia Caballero Rodríguez

Translation

Cristina Moral Santaella

Translation

Maximiliano Ritacco Real

Translation

Asunción Romero López

Translation

Elba Gutiérrez-Santiuste

Translation

Antonio Burgos García

Translation

Enriqueta Molina Ruíz

Translation

Maria del Carmen López López

Translation

Paola Ritacco

Doctorate student in Education Sciences at Granada University, she is developing her thesis as a Research Staff Training (RST) scholarship holder within the framework of the R+D+i project “Identity of School Management: Leadership, Training and Professionalization” (ref. EDU2016-78191-P) financed by the Ministry of Economy and Competitiveness in Spain. Her research is focused on The Professional Identity of School Management in Spain and, as such, is part of the current initiatives of RILME, which is coordinated in Granada by my director, Professor Antonio Bolívar, and is part of the third dimension of the ISSPP (“International Successful School Principalship Project”) referring to Principal Identities.

Master in Research and Innovation in Curriculum and Training by the Faculty of Educational Sciences of Granada University. Master in Design and Implementation of Quality Management Systems applied to Organizations, with a wide experience in the private field of sports education.

E-mail: paolaritacco@ugr.es

Analysis of Educational Organizations. Research Group, University of Seville

Julián López-Yáñez

Coordinator

Translation

Marita Sánchez-Moreno

Translation

Mariana Altopiedi

Translation

Nieves Oliva-Rodríguez

Translation

Manon Toussaint

Translation

DOCE, University of Huelva

Pilar García Rodríguez

Coordinator

She is associate Professor at School of Education at University of Huelva. She obtained her PhD in 2002.

She has a great experience designing Teacher Training syllabus. She has worked in different Degrees in this field (Primary Education Degree, Kindergarten Degree, Educational Psychology Degree and Social Education Degree). She has coordinated different International projects (Socrates-Comenius, ALFA project,…), representing her institution as a partner. Her teaching and researching is related to didactic, evaluation and training.

She is currently head of Pedagogy Department of the University of Huelva. She has been the Principal of Quality and Principal of Access of this institution and Vice-Dean of Quality and Teacher Training at Faculty of Education.  She has worked in the Pilot Program for the implementation of the Bologna Process for the degree of Primary Education and Social Education Degrees and is very active in Educational Innovation Projects. Nowadays she coordinates practices at schools in Kindergarten Degree and practices at schools for Erasmus students.

Her major research interests include leadership, school management and principal training, institutional evaluation and school improvement. She has worked in different competitive projects focusing on distributed leadership, ISSPP or students at risk and dropouts (all educative levels).

Lines of  research or field s of interest • Leadership and direction of educational centers.• Access and University Performance.• Abandonment and school absenteeism.• Institutional evaluation.• Intercultural education and inclusive education.

 

Research projects:

  • Análisis y propuesta de sistemas de acreditación de competencias y adaptación de pruebas de acceso para mayores de 40 y 45 años.(Referencia EA2009-0156) Ministerio de Educación. Convocatoria Nacional de Estudio y Análisis. PARTICIPANTES: Universidad de Huelva, Almería, Complutense, Autónoma de Barcelona, Universidad de Valladolid. INVESTIGADOR PRINCIPAL: Mª del Pilar García Rodríguez IMPORTE DEL PROYECTO: 15.832,27 €
  • Evaluación de los protocolos existentes en las universidades españolas para el seguimiento de la implantación de los títulos oficiales de grado.(Referencia EA2010-075) Ministerio de Educación. TIPO DE CONVOCATORIA: Nacional. Convocatoria de Estudio y Análisis. PARTICIPANTES: Universidad de Huelva, Almería, Complutense, Autónoma de Barcelona, Universidad de Valladolid. INVESTIGADOR PRINCIPAL: Carmen Pozo Muñoz. IMPORTE TOTAL DEL PROYECTO: 12000,27 €. Investigadora.
  • Alumnado en riesgo de abandono: análisis de los factores contextuales(Referencia PRY102/11) Convocatoria Nacional de Estudio y Análisis. PARTICIPANTES: Universidad de Huelva. INVESTIGADOR PRINCIPAL: Sebastián González Losada. IMPORTE TOTAL DEL PROYECTO/CONTRATO: 17500 €. Investigadora
  • Distribución del liderazgo en centros escolares. Alcance y modalidades.Ministerio de Ciencia e Innovación (ref. EDU 2011-26436) Proyectos I+D+I. PARTICIPANTES: Universidades de Sevilla y Universidad de Huelva. INVESTIGADOR PRINCIPAL: Julián López Yáñez IMPORTE TOTAL DEL PROYECTO: 32.400€. Investigadora.

Articles:

  • León, J.C., Carmona, J. y García-Rodríguez, M.P. (2010). Health-risk behaviors in adolescents as indicators of unconventional lifestyles. Journal of Adolescence. 33(5), 663-671.
  • García-Rodríguez, M.P.; Meseguer, L.; Losada, S. y Pozo, C. (2012).¿Cómo acceden los Mayores a la Universidad en España? Nuevas oportunidades para la formación continua. Revista Española de Pedagogía 253, 515-536
  • García-Rodríguez, M.P., Meseguer, L. y Losada, S. (2013). Evaluando los nuevos sistemas de acceso a la Universidad para Mayores de 40 y 45 años. La opinión de los candidatos.Contextos Educativos. Revista de Educación, 16. 153-170
  • García-Rodríguez, M.P.; Meseguer, L.; Losada, S. y Barrera, A. (2014). Aprendizaje a lo largo de la vida: éxito y futuro del sistema de acceso a la Universidad para Mayores de 40 y 45 años en Andalucía. Revista de Educación 363,
  • Pozo, C., Bretones, B., Martos, M.J., Alonso, E. García-Rodríguez, M.P. (2013). Monitoring of official degree qualifications. The key role of Academic Quality Assurance Systems (AQAS) Universitas Psychologica. Panamerican Journal of Psychology, 12(1), 209-220.
  • Losada, S., García-Rodríguez, M.P., y Triviño, M.A. (2014). La Evaluación Institucional en la Universidad: percepción del profesorado y del Personal de Administración y Servicios.  Revista de Docencia Universitaria 12(4), 17-37.
  • Losada, S., García-Rodríguez, M.P., Ruiz, F. y Muñoz, J.M. (2015). Factores de riesgo del abandono escolar desde la perspectiva del profesorado de educación secundaria obligatoria en Andalucía.  Revista de currículum y formación del profesorado, 19(3), 226-245.
  • Gómez-Hurtado, I., Carrasco-Macías, M.J. & García-Rodríguez, M. P. (2016). Metodologías activas para la enseñanza plurilingüe con estudiantes universitarios. Magis Revista Internacional de Investigación en Educación, 9(18), 173-192.
  • A. y García-Rodríguez, M.P. (2017). Las piezas del puzle no encajan: evaluación del alumnado y escuela inclusiva. Organización y Gestión Educativa, 1, 14-19.

 Books and book chapters

  • Carrasco Macías, M.J., Coronel, J.M., Fernández, M.L., García-Rodríguez, M.P., González, S. y Moreno, E. (2013). Conocer y comprender las organizaciones educativas.Madrid: Pirámide. ISBN: 978-84-368-2972-3
  • García-Rodríguez, M.P. (2014). Estrategias didácticas. Modos de enseñar y modos de aprender. En F.J. García e I. Gómez (coords.) Manual de didáctica. Aprender a enseñar. (pp. 97-121) Madrid: Pirámide. ISBN: 978-84-368-3010-1
  • García-Rodríguez, M.P. (2014). La evaluación como mejora del aprendizaje: modelos, técnicas y estrategias. En F.J. García e I. Gómez (coords.) Manual de didáctica. Aprender a enseñar.(pp. 161-187) Madrid: Pirámide. ISBN: 978-84-368-3010-1

Stays

  • Center for Instructional Research and Curriculum Evaluation. Urbana-Champaign. Illinois (USA) Desde el 1 de febrero de 2011 hasta el 30 de junio de 2011. 5 meses; con el profesor Robert Stake CARÁCTER DE LA ESTANCIA: postdoctoral. Beca José Castillejo de movilidad del profesorado. Ministerio de Educación.
  • University of Southampton (Gran Bretaña) Desde el 8 de septiembre de 2016 hasta el 8 de diciembre de 2016. 3 meses. Profesora K. Messiou. ESTANCIA: postdoctoral. Beca Salvador de Madariaga de movilidad del profesorado. Ministerio de Educación. ;

email: mpgarcia@uhu.es

José Manuel Coronel Llamas

He is a professor of Educational Administration at University of Huelva (Spain).

Lines of  research or field s of interest

  • Análisis organizativo en organizaciones educativas
  • Investigación cualitativa en organizaciones educativas

Research projects:

  • Red de Investigación sobre Liderazgo y Mejora Educativa. Dirección General de Investigación Científica y Técnica. Subdirección de Proyectos de Investigación. Acciones de dinamización “Redes de Excelencia”. Investigador Principal: F. Javier Murillo Torrecilla. Miembro del Equipo de Investigación. Desde Diciembre 2015 a Noviembre de 2017.
  • Distribución del liderazgo en Centros Escolares: Alcance y Modalidades. Ministerio de Ciencia e Innovación. Subdirección General de Proyectos de Investigación. Proyecto I+D+I. Investigador Principal: Julián López Yáñez. Referencia: EDU2011-26436. Subvención: 32.400 euros. Enero-2012 a Enero 2015.
  • Los estudiantes de educación secundaria ante la diversidad cultural: Aprendizaje, construcción y representación del discurso intercultural. Ministerio de Ciencia e Innovación. Subdirección General de Proyectos de Investigación. Proyecto I+D+I. Investigador Principal. Referencia: EDU 2008-05539/EDUC. Subvención: 49.610 euros. Desde Diciembre de 2008 a Diciembre de 2011.

Publications:

  • Gómez-Hurtado, I., González Falcón, I., & Coronel, J.M. (in press). Perceptions of secondary school principals on management of cultural diversity in Spain. The challenge of educational leadership. Educational Management, Administration & Leadership. 1-16. DOI: 10.1177/1741143216670651
  • Fernández Serrat, MªL. y Coronel, J.M. (2017). La evaluación de los centros o el dilema entre educar y evaluar. Organización y Gestión Educativa, 1, Enero-Febrero, 30-34.
  • González-Falcón, I., Coronel, J.M. & Correa, R.I. (2017). School counsellors and cultural diversity management in Spanish secondary schools: the role of relations with other educators and intervention models used in care of immigrant students. Intercultural Education, 27(6), 615-628. Published on line 04 Jan 2017 http://dx.doi.org/10.1080/14675986.2016.1259462
  • Carrasco, MªJ., y Coronel, J.M. (2017). Profesorado y diversidad cultural: Un estudio cualitativo sobre su impacto en las prácticas de enseñanza y gestión del aula. Educación XXI, 20(1), 75-98.
  • González-Falcón, I., Coronel, J.M. & Correa, R.I. (2016). School counsellors in cultural diversity contexts: An analysis of their practice/ El orientador escolar en contextos de diversidad cultural. Un análisis de su práctica. Cultura y Educación/ Culture & Education, 28(2), 419-433. http://dx.doi.org/10.1080/11356405.2016.1147686 . ISSN: 1135-6405 (Print), 1578-4118 (Online). http://www.tandfonline.com/doi/full/10.1080/11356405.2016.1163850
  • Coronel, J.M. & Gómez-Hurtado, I. (2015). Nothing to do with me! Teachers’ Perceptions on Cultural Diversity in Spanish Secondary Schools. Teachers & Teaching: Theory and Practice, 21(4), 400-420. DOI: 10.1080/13540602.2014.968896.

 

Contributions to congresses

  • González-Falcón, I., Gómez-Hurtado, I., Coronel, J.M. y Carrasco, MªJ. (2016). La gestión de la diversidad cultural vista por los directores de Secundaria. Un estudio de casos. Comunicación aceptada al XIV Congreso Interuniversitario de Organización de Instituciones Educativas. Zaragoza. 24-26 Noviembre.
  • González-Falcón, I., Coronel, J.M., Correa, R.I. y Carrasco, MªJ. (2016). Orientadores escolares y gestión de la diversidad cultural en centros de secundaria: un análisis del modelo de intervención empleado en la atención al alumnado inmigrante. Comunicación Aceptada al Congreso Nacional de la Asociación de Orientación Educativa y Profesional (AIOEP). Madrid. 15-18 Noviembre.
  • González-Falcón, I., García-Rodríguez, P., Gómez-Hurtado, I., Coronel, J.M. y Carrasco-Macías, MªJ. (2016). Liderazgo exitoso y mejora de la escuela. El caso de un CEIP de Huelva. Comunicación al XVI Congreso Nacional de Pedagogía. Madrid, 27-29 Junio. 2016.
  • Coronel, J.M. (2016). Investigar otros liderazgos. Simposio “Investigación sobre Liderazgo en España”. XVI Congreso Nacional de Pedagogía. Madrid, 27-29 Junio. 2016.
  • Moreno, E., Coronel, J.M., Carrasco, MªJ. y Vélez, E. (2015). Género, infancia y educación: ¿Cómo se conforma la relación dominación-sumisión? En Laureano, L., Maldonado, A. y Mesa, C. (Eds.) (2015). Experiencias de Género. (pp. 143-155). Universidad de Huelva. Servicio de Publicaciones. ISBN: 978-84-16061-52-5.

Email: coronel@uhu.es

María José Carrasco Macías

 She is currently a professor of Educational Administration at University of Huelva (Spain).

 

Lines of  research or field s of interest

  • Management and management of educational institutions
  • Organizational analysis from a gender perspective
  • Intercultural education in educational organizations
  • Multiculturalism and immigration

Research projects

  • Redes de Innovación para la Inclusión Educativa y Social: Colaboración Interinstitucional en el Desenganche y Abandono Escolar. Proyectos I+D+I. Ministerio de Economía y Competitividad. Ref. EDU2015-68617-C4-3-R. IP. M. Carmen Gallego Vega. Duración desde enero 2016 a diciembre de 2019.
  • Red de Investigación sobre Liderazgo y Mejora Educativa. Dirección General de Investigación Científica y Técnica. Subdirección de Proyectos de Investigación. Ref. EDU2015-70036-REDT. IP. F. Javier Murillo Torrecilla. Duración desde diciembre 2015 a noviembre de 2017.
  • Distribución del liderazgo en centros escolares. Alcance y modalidades. Proyectos I+D+I. Ministerio de Ciencia e Innovación. Ref. EDU2011-26436. IP. Julián López Yáñez. Duración desde 20/07/2011 hasta: 18/07/2014.
  • Los estudiantes de educación secundaria ante la diversidad cultural: aprendizaje, construcción y representación del discurso intercultural. Proyectos I+D+I. Ministerio de Ciencia y Tecnología. Ref. EDU 2008-05539/EDUC2008-11. IP. José M. Coronel Llamas. Duración desde 2009 hasta 2011.
  • Diversidad cultural de los estudiantes y eficacia de la escuela. Un repertorio de buenas prácticas en centros de enseñanza obligatoria. Proyecto I+D. Ministerio de Educación y Ciencia. Ref. SEJ 2006/10176. Duración desde 1 octubre 2006 hasta 30 septiembre 2009.
  • “Estudio de los factores mentales de los candidatos a la dirección de un centro público en el proceso de acceso al cargo” proyecto que a su vez forma parte del proyecto I+D: Acceso a la Dirección Escolar. Análisis del proceso de acceso a la dirección escolar en centros educativos públicos de nivel primario y secundario y diseño de un programa formativo previo al acceso al cargo y durante el primer año de ejercicio. Proyectos I+D. Ministerio de Educación. Ref. SEJ2005-08513-C04-01. IP. Joan Teixidó. Duración de enero 2006 a diciembre 2008.
  • La mujer en la dirección de los centros escolares: un análisis de las barreras que dificultan el acceso a la dirección y de los procesos de gestión y liderazgo escolar. Proyectos I+D. Ministerio de Ciencia y Tecnología. Ref. BSO2002-01954. IP. José M. Coronel Llamas. Duración de noviembre 2002 a octubre 2005.

email: mjcarra@uhu.es

 

Inmaculada González-Falcón

She is a professor of Inclusive Education and Teaching Methods at University of Huelva (Spain).

Lines of  research or field s of interest

  •  Leadership and direction of educational centers.
  • Design and spatial organization of learning environments. Architecture-education dialogue.
  • Pedagogical innovation in higher education in early childhood education.
  • Intercultural education and inclusive education.

Research projects

  • Construyendo diferencias en la escuela. Estudios de la trayectoria de las ATAL en Andalucía, de su profesorado y de su alumnado. Ministerio de Economía y Competitividad. Convocatoria 2013, Modalidad 1: Proyectos de I+D+I del Programa Estatal de Investigación Desarrollo e Innovación orientada a los Retos de la Sociedad. CS02013-43266-R. Duración: 3años, desde enero 2014 a junio 2017. Financiación: 31.460,00 euros. Investigador responsable: Francisco Javier García Castaño.
  • Distribución del liderazgo en centros escolares. Alcance y modalidades, Ministerio de Ciencia e Innovación. Convocatoria 2011 del Plan Nacional de Investigación Científica, Desarrollo e Innovación. EDU2011-26436. Duración: desde julio 2011-julio 2014. Financiación: 32.400 euros. Investigador responsable: Julián López Yáñez.
  • Los estudiantes de Educación Secundaria ante la diversidad cultural: Aprendizaje, construcción y representación del discurso intercultural. (ESEDINT). Número de Referencia: EDU2008-05539/EDUC 2008-2011. Convocatoria 2008-2011. Ministerio de Ciencia e Innovación. Subdirección General de Proyectos de Investigación. Duración: desde 1 de enero 2009 hasta 31 diciembre 2011. Cantidad subvencionada: 49.610 euros. Investigador responsable. José Manuel Coronel Llamas.
  • INTER Network. Intercultural education. Teacher training and school practice. Nº Referencia: 134367-LLP-1-2007-1-ES-COMENIUS-CNW Proyecto Europeo Comenius Network. Unión Europea (Education and Culture. Lifelong Learning Programme), 2007-2010. Financiación total: 45.335 euros. Investigadora responsable: Mª José Aguado Odina.
  • Estudio de las variables socioculturales, de género y curriculares que interactúan en las transiciones escolares de los y las adolescentes inmigrantes. Ministerio de Educación y Ciencia. Plazo de ejecución: 3 años (2007-2010). Investigador responsable: Juan Fernández Sierra. Cantidad subvencionada: 42.300 euros. Ref.: SEJ 2007-62468/ EDUC. Competitivo Nacional.
  • Estudio de los factores mentales de los candidatos a la dirección de un centro público en el proceso de acceso al cargo”. Ministerio de Educación. 31-12-2005 hasta el 31-12-2007. Investigadora responsable: María Luisa Fernández Serrat. Cantidad subvencionada: 11.9000 euros. Ref.: SEJ 2005-08513-C04-04. Competitivo Nacional.

 

Personals sites

Email: inmaculada.gonzalez@dedu.uhu.es

Inmaculada Gómez Hurtado

She is a teacher of Didactic Social Sciences and Inclusive Education at University of Huelva (Spain).

 

Lines of  research or field s of interest 

  • Attention to Diversity (inclusive education)
  • School Organization
  • Leadership and Didactic Social Sciences.

 

Research projects

  • Construyendo diferencias en la escuela. Estudios de las trayectorias de las ATAL en Andalucía, de su profesorado y de su alumnado. Ministerio de Economía y competitividad. CSO2013-43266-R. Duración: 2014-2017. Financiación: 31460 Euros. Investigador Responsable: Francisco Javier García Castaño.
  • “Distribución del liderazgo en centros escolares. Alcance y modalidades”. Investigador principal. Julián López Yáñez. Consejería de Innovación, Ciencia y Empresa, Secretaría General de Universidades, Investigación y Tecnología. (2012-2016).
Esther Gómez Rodríguez

Esther Gómez Rodríguez

She works currently as a technician and as a researcher of the DOCE group of the University of Huelva. She has experience as a teacher and has taught poetry workshops in educational centers. She has participated in numerous literary publications and is the author of “Blanco roto”, her first book of poems.

Conference presentations

  • Gómez-Rodríguez, E. (2018). Proceso de validación de un cuestionario utilizado para conocer la influencia de los entornos en el aprendizaje. I Jornadas de Investigación Joven de la Facultad de Humanidades, celebradas en la Universidad de Huelva. Huelva, 25 y 26 de junio de 2018. (10 horas)
  • Gómez-Rodríguez, E. y García-Rodríguez, M.P (2018). Proceso de validación de un cuestionario utilizado para conocer la influencia de los entornos en el aprendizaje. Comunicación incluida en el II Congreso Internacional. Liderazgo y Mejora de la Educación. (CILME). Madrid, 28, 29 y 30 de mayo de 2018.
  • García-Rodríguez, M.P y Gómez-Rodríguez, E. (2018). ¿Influyen los entornos en los aprendizajes?: resultados de un estudio piloto en educación primaria. Comunicación incluida en el Simposio Internacional “Conectando redes: La relación entre la investigación y la práctica educativa” (RILME). Santiago de Compostela, 7 y 8 de junio de 2018.

Collaboration in research projects

  • Redes de Innovación para la Inclusión Educativa y Social: Colaboración Interinstitucional en el Desenganche y Abandono Escolar (Ref: EDU2015-68617-C4-3-R). Ministerio de Economía y Competitividad.
  • Recursos para la Inclusión. Una propuesta didáctica de aprendizaje y servicio. Universidad de Huelva

Artistic creations

  • Author in Gómez, E. (2017).  Blanco roto. Huelva: Versátiles Editorial.
  • Member of Fundación Municipal de Moguer (2017). Marzagón. Huelva: Editorial MIC.
  • Member of Fundación Municipal de Moguer (2017). Montemayor. Huelva: Editorial MIC.
  • Member of Alfaro, J.M. (Ed.) (2016). Alienígenas. Sevilla: Cangrejo Pistolero
  • Member of Stabile, U. (Ed.) (2016). Combinados poéticos II. Huelva: Niebla.
  • Member of Trijueque, N. (Ed.) (2016). Lazos Unidos. Huelva: Niebla.
  • Member of Vázquez, A. y Núñez, R. (Eds.) (2015). Antología de poesía joven onubense. Huelva: Editorial Niebla.

Email: Esther.gomez@dedu.uhu.es

“Training in Educational Contexts-Training and Technology (ICE-FORTE)” in the line ‘Curriculum, assesstment and teacher training’ (CUAVAFOR) of the URV

Pilar Iranzo Garcia

Coordinator

Professor of the Pedagogy Department of Rovira i Virgili University (URV). Degree in Teaching Education and Sciences of Education and PhD in Pedagogy.

 

She has been part of the Decanal team of the Faculty of Science of Education and Psychology (FCEP) as responsible for the degree of child education at the Baix Penedès campus of the URV (2008-2017).

 

She teaches in the degrees of pedagogy and early childhood education and in the master of teacher training of baccalaureate, in subjects related to school improvement, advising professionals and educational institutions and educational research.

For more than 20 years he has worked as a curricular advisor in the Department of Education (Generalitat de Catalunya). She is also currently being training in developing psychocorporal courses.

She is the author of “Pedagogical Advice to Teachers” (2012).

Her lines of research are:

  • School improvement and leadership
  • Teacher Training
  • Personal and professional development
  • Assessment of competences in the university

In terms of research projects in the field of leadership and educational improvement, she is principal investigator of the research “Competencies of coordination, shared leadership and network work with the community for the development of the teaching profession.” Duration: 2016-2019. Call ARMIF-AGAUR. Other research projects in the same area that she has recently leaded are: “The new requirements for school management in primary education: Analysis and proposals” duration: 2014-2016. Call LINE URV-Banco Santander; “To improve the linguistic-communicative and inclusive teaching competencies of the students of the degree of Child Education (URV) through the learning-service with the schools of kindergarten and primary education (learning communities).” Duration: 2014-2015. Call ARMIF-AGAUR. She also leaded “Improving the management function in centres with a high degree of diversity and in contexts of difficulty: networking to create a collaborative education zone”. Duration: 2007-2009. Call ARIE-AGAUR.

The latest publications in the field of leadership and educational improvement are:

  • Iranzo-García, P., Camarero-Figuerola, M., Tierno-García, J.M. y Barrios-Arós, Ch. (2018). Formación para la función directiva en la escuela: El caso de Tarragona (Cataluña).Bordón. Revista de Pedagogía, 70(2), 57-72.
  • Iranzo-García, P.; Camarero-Figuerola, M.; Barrios-Arós, Ch.; Tierno-García, J.M. y Gilabert- Medina, S. (2018). ¿Qué opinan los maestros sobre las competencias de liderazgo escolar y sobre su formación inicial? Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. En prensa. https://revistas.uam.es/index.php/reice/article/view/9638
  • Iranzo, P.; Tierno, J.M.; Barrios, Ch. y Camarero, M . (2015). How does school management get the commitment of the educational community. ECER Proceedings(Education and transition Contributions from Educational Research). Budapest (Hungary).
  • Barrios, Ch. e Iranzo, P. (2015). Service Learning To Improve Linguistic- Communicative Competences In Pre-Service Teachers. ECER Proceedings (Education and transition Contributions from Educational Research) . Budapest (Hungary ).
  • Barrios, Ch.; Camarero, M.; Tierno, J. M. & Iranzo , P. (2015). Modelos y funciones de dirección escolar en España: el caso de Tarragona. Revista Iberoamericana de Educación, 67, 89-106.
  • Iranzo, P.; Tierno, J.; Barrios, R. (2014). La autoevaluación institucional y la dirección de centros inclusivos. Teoría de la Educación. Revista Interuniversitaria, 26(2), 229- 257.
  • Barrios, Ch.; Iranzo, P.; Tierno, Ch. (2013). Avances teórico-prácticos y legislativos en la profesionalización de la dirección escolar en Es paña. El caso de Cataluña. Profesorado: Revista de Currículum y Formación de Profesorado, 17(3), 371-387.
  • Tierno, J.; Iranzo, P.; Barrios, R. (2013). El compromiso organizativo e institucional para enseñar y evaluar competencias en la universidad. Revista de Educación, 361, 227- 256. Article JCR (ISI).
  • Negrillo, C.; Iranzo, P. (2009). Formación para la inserción profesional del profesorado novel de Educación Infantil, Educación Primaria y Educación Secundaria: hacia la reflexión desde la inducción y el soporte emocional. Monográfico: Profesorado principiante e Inserción Profesional a la docencia.Profesorado: Revista de Currículum y Formación de Profesorado, 13(1), 1-26.

Correo Electrónico: pilar.iranzo@urv.cat

 

Charo Barrios Arós

Professor of the Pedagogy Department of Rovira i Virgili University (URV). Degree in Sciences of Education and PhD in Pedagogy.

She has been Director of the Department of Pedagogy of the URV (2003-2011) and coordinator in Tarragona of the Erasmus Mundus Master “Formation of Training Professionals” (General Coordination of the University of Granada).

She teaches subjects related to the planning and organization of the educational intervention in the degree of Social Education and Pedagogy.

Her lines of research are:

  1. Teacher training
  2. Teacher professional development
  3. Assessment of competences in the university
  4. School improvement and school management.

 

In the field of leadership and school management, she has been responsible for teaching innovation projects: “Service Learning, cooperative groups for the improvement of reading comprehension of primary school” (2010-12) (Call: Community Education Plan of Tarragona); “The direction and organization of schools as competencies of the Practicum in early childhood and primary education degree’s” (2013-15) (Calls: ICE-URV (Sciences of education Institute of Rovira i Virgili University). In terms of research projects in the field of leadership and educational improvement, she participates or has participated in: “The improvement of the directive function in schools in contexts of difficulty and high level of diversity: networking to promote an area collaborative education “(2007-2009) (Call ARIE-AGAUR (Agency for Management of University and Research Grants); “The new demands for primary school management: analysis and proposals ” (2014-2016). (Call LINE URV- Banco Santander); “Improving the linguistic-communicative and inclusive teaching competences of the students in Early Childhood Education Degree (URV) through the service-learning (Learning Communities)” (2014-2015) (Call ARMIF-AGAUR); “Coordination, shared leadership and networking with the community for the development of the teaching profession and school improvement” (2016-2018) (Call ARMIF-AGAUR).

Recent publications within the field of leadership and educational improvement are:

  • Iranzo-García, P., Camarero-Figuerola, M., Tierno-García, J.M. y Barrios-Arós, Ch. (2018). Formación para la función directiva en la escuela: El caso de Tarragona (Cataluña).Bordón. Revista de Pedagogía, 70(2), 57-72.
  • Iranzo-García, P.; Camarero-Figuerola, M.; Barrios-Arós, Ch.; Tierno-García, J.M. y Gilabert- Medina, S. (2018). ¿Qué opinan los maestros sobre las competencias de liderazgo escolar y sobre su formación inicial? Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. En prensa. https://revistas.uam.es/index.php/reice/article/view/9638
  • Iranzo, P.; Tierno, J.M.; Barrios, Ch. y Camarero, M . (2015). How does school management get the commitment of the educational community. ECER Proceedings(Education and transition Contributions from Educational Research). Budapest (Hungary).
  • Barrios, Ch. e Iranzo, P. (2015). Service Learning To Improve Linguistic- Communicative Competences In Pre-Service Teachers. ECER Proceedings (Education and transition Contributions from Educational Research) . Budapest (Hungary ).
  • Barrios, Ch.; Camarero, M.; Tierno, J. M. & Iranzo , P. (2015). Modelos y funciones de dirección escolar en España: el caso de Tarragona. Revista Iberoamericana de Educación, 67, 89-106.
  • Iranzo, P.; Tierno, J.; Barrios, R. (2014). La autoevaluación institucional y la dirección de centros inclusivos. Teoría de la Educación. Revista Interuniversitaria, 26(2), 229- 257.
  • Barrios, Ch.; Iranzo, P.; Tierno, Ch. (2013). Avances teórico-prácticos y legislativos en la profesionalización de la dirección escolar en Es paña. El caso de Cataluña. Profesorado: Revista de Currículum y Formación de Profesorado, 17(3), 371-387.
  • Tierno, J.; Iranzo, P.; Barrios, R. (2013). El compromiso organizativo e institucional para enseñar y evaluar competencias en la universidad. Revista de Educación, 361, 227- 256. Article JCR (ISI).

Correo Electrónico: charo.barrios@urv.cat

Marta Camarero Figuerola

Phd. in Pedagogy for the Universitat Rovira i Virgili, with PhD scholarship PMF- Martí i Franqués d’ajuts a la investigació. Degree in Pedagogy from the Universitat de Barcelona. Award of Master in Training of Professionals of the formation (Universitat Rovira i Virgili).

She is postdoctoral researcher and professor in the Department of Pedagogy of the Faculty of Educational Sciences and Psychology of the Universitat Rovira i Virgili. She teaches in the annual subject of “Processes and educational contexts” and she is supervisor for the Social Education students who perform the cooperation practicum and final degree in Nicaragua.

Doctoral thesis is about School Leadership and Management in Primary School.

Her research area are: School Improvement, Educational Leadership; Competency Evaluation in the University.

Member of the Research Network on Leadership and Improvement of Education (RILME).

Editor of the International Journal of Educational Leadership & Management (IJELM) (http://hipatiapress.com/hpjournals/index.php/ijelm )

Email: marta.camarero@urv.cat

Juana María Tierno García

Associate Professor at the University, Department of Pedagogy, Faculty of Educational Sciences and Psychology, Universitat Rovira i Virgili (URV), with a degree in Philosophy and Educational Sciences. Doctor in Pedagogy from the URV.

Diploma in Teaching of E.G.B (specialty Sciences) by the Universitat de Barcelona. Postgraduate degree in New Information and Communication Technologies, Design and Development of Environments and Training Strategies and Interuniversity Master’s degree in Educational Technology: Design of Materials and Training Environments, by the URV.

She was part of the Dean’s team of the Faculty of Education Sciences and Psychology (FCEP) as Head of the Social Education Degree of the URV, from 2008 to 2016.

She has been Director of the Department of Pedagogy (URV) since 2016.

She teaches (Social Education Degree and Pedagogy Degree) in subjects related to research and evaluation in education, external internships and End of Degree Work (TFG).

Her lines of research are:

  • Teacher training and professional development
  • Educational investigation
  • Assessment of learning and competences in the university
  • School improvement and school management

In the area of ​​leadership and educational improvement,  she participated in the projects:

  • “Coordinación, liderazgo compartido y trabajo en red con la comunidad para el desarrollo de la profesión docente y la mejora de la escuela” (2016-2018). Convocatoria ARMIF-AGAUR.
  • “Las nuevas exigencias para la dirección escolar en la educación primaria: análisis y propuestas” (2014-2016). Convocatoria LINE URV- Banco Santander.
  • “La mejora de la función directiva en los centros con un alto grado de diversidad y en contextos de dificultad: trabajo en red para conformar una zona educativa de colaboración” (2007-2009). Convocatoria ARIE-AGAUR.

Also, she has participated in projects related to teaching innovation, about leadership and school management:

  • “Aprendizaje Servicio, grupos cooperativos para la mejora de la comprensión lectora de primaria” (2010-2012). Convocatoria: Plan Educativo de Entorno del Ayuntamiento de Tarragona.
  • “La dirección y organización de centros educativos como competencias del Practicum y TFG en grados de Educación Infantil y Primaria” (2013-14). Convocatoria: ICE-URV.
  • “Desarrollo de competencias para la dirección y organización a través del Practicum y TFG en los grados de Educación Infantil y Primaria” (2014-15). Convocatoria: ICE-URV.

The last publications about leadership and school improvement are:

  • Iranzo-García, P.; Camarero-Figuerola, M.; Tierno-García, J. M. & Barrios-Arós, Ch. (2018). Formación para la función directiva en la escuela: el caso de Tarragona (Cataluña). Bordón, 70 (2), 57-72.
  • Iranzo-García, P.; Camarero-Figuerola, M.; Barrios-Arós, Ch.; Tierno-García, J. M. & Gilabert-Medina, S. (2018). ¿Qué opinan los Maestros sobre las Competencias de Liderazgo Escolar y sobre su Formación Inicial?. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16 (3), 1-20. Consulta online en: https://revistas.uam.es/index.php/reice/article/view/9708/9850
  • Iranzo-García, P.; Camarero-Figuerola, M.; Barrios-Arós, Ch. & Tierno-García, J. M. (2018). El liderazgo y la dirección escolares en España-Cataluña: perfiles, funciones y bases para el compromiso. En Díaz Delgado, M.A. y Veloso Rodríguez, A. (Eds.), Modelos de investigación en liderazgo educativo, una revisión internacional (pp. 85-94). México: Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación.
  • Barrios-Arós, Ch.; Camarero-Figuerola, M.; Tierno-García, J. M. & Iranzo-García, P. (2015). Modelos y funciones de dirección escolar en España: el caso de Tarragona. Revista Iberoamericana de Educación, 67, 89-106. Consulta online en: http://www.rieoei.org/rie67a05.pdf
  • Ion, G. y Tierno-García, J.M. (2015). Las implicaciones organizativas del sistema de evaluación por competencias en las universidades. En Londoño, G. y Cano, E. (Eds.), Formación y evaluación por competencias en Educación Superior (pp. 171-184). Bogotá (Colombia): Unisalle.
  • Iranzo-García, P.; Tierno-García, J.M.; Barrios-Arós, Ch. y Camarero-Figuerola, M. (2015). How does school management get the commitment of the educational community? ECER Proceedings (Education and transition Contributions from Educational Research). Budapest (Hungary).
  • Iranzo-García, P.; Barrios-Arós, Ch.; Tierno-García, J.M. y Camarero-Figuerola, M. (2015). Perception Analysis of the School Management Performance in the Tarragona Province (Spain). International Successful School Principalship Conference (ISSPP). Sevilla.
  • Iranzo-García, P.; Tierno-García, J.; Barrios-Arós, R. (2014). La autoevaluación institucional y la dirección de centros inclusivos. Teoría de la Educación. Revista Interuniversitaria, 26 (2), 229-257.
  • Iranzo-García, P.; Barrios-Arós, Ch.; Tierno-García, J.M. y Camarero-Figuerola, M. (2014). Liderar o gestionar: desempeño de la dirección escolar en Tarragona. XIII Congreso Internacional de Formación del Profesorado, AUFOP. Santander. Actas del congreso: http://www.congresoaufop2014.unican.es/wp-content/uploads/2013/12/ACTAS-AUFOP-2014.pdf
  • Barrios-Arós, Ch.; Iranzo-García, P.; Tierno-García, J.M. (2013). Avances teórico-prácticos y legislativos en la profesionalización de la dirección escolar en España. El caso de Cataluña. Profesorado: Revista de Currículum y Formación de Profesorado, 17 (3), 371-387.
  • Tierno-García, J.; Iranzo-García, P.; Barrios-Arós, Ch. (2013). El compromiso organizativo e institucional para enseñar y evaluar competencias en la universidad. Revista de Educación, 361, 227-256.

E-mail: juanamaria.tierno@urv.cat

Gisela Cebrían Bernat

Biography

She graduated with a BSc in Environmental Sciences at the Universitat de Girona, an MSc in Mathematics and Science Education Research at the Universitat Autònoma de Barcelona (UAB) and a PhD in Education at the University of Southampton (United Kingdom). She is currently a Serra Hunter Fellow in the Department of Pedagogy at Universitat Rovira i Virgili (URV). From 2015 to 2019 she worked as a lecturer and Academic lead of the MSc in Educational Leadership at Universidad Camilo José Cela.

Her expertise includes Education for Sustainable Development, teacher education and sustainability competencies; she has presented more than 30 communications in national and international conferences and congresses, and has participated as researcher in various R&D projects on educational leadership, universities and climate change, sustainability competencies and student-centred approaches.

She has a 6-year research period recognised by the National Commission for the Evaluation of Research Activity (in Spanish CNEAI), is Section Editor of the Sustainability Journal and Assistant Editor of the International Journal of Sustainability in Higher Education.

Research lines:

  • Education for Sustainable Development
  • Organisational learning and change
  • Educational leadership
  • Teacher education
  • Sustainability competencies

 

Featured publications

Cebrián, G., Pascual, D. & Moraleda, A. (2019). Sustainability competencies amongst Spanish pre-service secondary school teachers. International Journal of Sustainability in Higher Education, 20(7), 1171-1190.

Cebrián, G., Fernández, M., Fuertes, M, Moraleda, A. & Segalàs, J. (2019). La influencia del Aprendizaje-Servicio en el desarrollo de competencias en sostenibilidad en estudiantes universitarios. Bordón. Revista de Pedagogía, 71(3), 151-167.

Cebrián, G. (2018). The I3E model for embedding Education for Sustainability within higher education institutions. Environmental Education Research, 24(2), 153-171.

Cebrián, G. (2017). A collaborative action research project towards embedding sustainability within the higher education curriculum. International Journal of Sustainability in Higher Education, 18(6), 857-876.

Cebrián, G., Grace, M., & Humphris, D. (2015). Academic staff engagement in education for sustainable development. Journal of Cleaner Production, 106, 79-86.

Cebrián, G. & Junyent, M. (2015). Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views. Sustainability, 7, 2768-2786.

Cebrián, G., & Junyent, M. (2014). Competencias profesionales en Educación para la Sostenibilidad: un estudio exploratorio de la visión de futuros maestros. Enseñanza de las Ciencias, 32(1), 29-49.

Rué, J., Font, A. & Cebrián, G. (2013). Towards high-quality reflective learning amongst Law Undergraduate Students: Analysing students’ reflective journals during a PBL course. Quality in Higher Education, 19(2), 191-209.

Cebrián, G., Grace, M., & Humphris, D. (2013). Organisational learning towards sustainability in higher education. Sustainability Accounting, Management and Policy Journal, 4(3), 285-306.

 

Websites:

 

 

Email: gisela.cebrian@urv.cat

Collaboration and Innovation for Educational and Social Equity (CIES-UVigo), Universidad de Vigo

Ángeles Parrilla

Coordinator

University professor of the University of Vigo (since 2011), she has previously been a professor (1987-2000) and professor at the University of Seville (2000 to 2011). She has a doctorate in Pedagogy from the University of Seville and a degree in Pedagogy and Psychology from the University of Santiago de Compostela.

She maintains in her professional career a firm and sustained commitment to the development of a more inclusive education, as well as to research in the field of Equity and Education. In the last 10 years she has directed and coordinated 4 research projects in the field of educational and social exclusion and inclusion processes, with 4 Spanish Universities (U. of Seville, U. of Cantabria, U. of the Basque Country and U. Vigo). These projects from different approaches of interpretative and participative research explore the construction of educational and social processes of inclusion and exclusion, as well as the development of community networks of inclusion, innovation and improvement. She is currently the Spanish coordinator of an international project Erasmus KA Plus.

Her teaching is divided into subjects related to inclusion, diversity and educational research in the Early Childhood and Primary Education Degrees, as well as in the Master’s Degree in Teaching.

She is the coordinator of the Interuniversity Doctorate Program in “Equity and Innovation in Education”, which is taught at 5 universities in northwestern Spain (University of Vigo, University of La Coruña, University of Santiago, University of Oviedo and University of Cantabria). She is the director of the Department of Didactics, School Organization and Research Methods of the University of Vigo since June 2018.

She has collaborated with several international organizations and projects from the EU and Latin America. She was recently Visiting Research Fellow at the Department of Education of the University of Oxford (February to June 2019).

Email: parrilla@uvigo.es

María M. Álvarez Lires

She has a degree in Chemistry from the University of Santiago de Compostela, and a PhD in Chemistry from the University of Vigo, where she is currently a lecturer in the Department of Special Didactics, area of Didactics of Experimental Sciences, in the Faculty of Education and Sports Sciences of Pontevedra. She teaches in the Degree in Early Childhood Education, in the Master in Research and Innovation in Specific Didactics for Early Childhood and Primary Education, and in the Master for Secondary Education Teacher Training.

Her lines of research are: science and gender, teacher training, didactics and history of science; education and gender, gender and sustainable development.

As for her research work, she participated in multiple research and innovation projects such as “Progressions of learning in scientific competencies and practices: contextualization of models, use of evidence and scientific inquiry” or “Scientific Practices in Science Teaching and Learning: Dimensions in transfer and performance”. She was also the main researcher for others such as “Innovation Networks for Educational and Social Inclusion”, “Women’s Contributions to the Sustainability of the Sea” and “Women’s Sea: Sustainable and Productive”.

Email: lires@uvigo.es

Almudena Alonso Ferreiro

She is a specialist teacher in Early Childhood Education and graduated in Psych pedagogy from the University of Santiago de Compostela (USC). Master in Training Processes and PhD in Design and Innovation in Training by the USC. She is a PhD Assistant Professor in the Department of Didactics, School Organization and Research Methods at the University of Vigo, in the Faculty of Education Sciences, Ourense Campus. She is a teacher of the Degrees of Early Childhood Education and Primary Education in the subjects of educational technology.

Her research focuses on three main areas: the integration of digital technologies in education, digital competence and teacher training.

She has participated in national and international research projects. Recently she was involved in the CDEPI project – Digital Competence in Compulsory Education Students. Socio-family environments, appropriation processes and e-inclusion proposals. She participated and collaborated in conferences, seminars and congresses with themes related to educational technology and her scientific production also revolves around this topic.

Email: almalonso@uvigo.es

Tamara Amorín

She graduated in Early Childhood Education in 2018 and with a master’s degree in Research and Innovation in Specific Didactics for Early Childhood and Primary Education in 2019 she is currently studying in the doctoral program in Equity and Innovation in Education.

She has a pre-doctoral contract from the University of Vigo in the Faculty of Education and Sports Sciences of Pontevedra, teaching the subjects of Learning in the Natural Sciences and Didactics of Experimental Sciences. Her line of research is the gender approach in the processes of exclusion and inclusion.

Azucena Arias Correa

She is a doctor by the University of Vigo. She has a degree in Educational Sciences and Psychology, and in Primary Education Teaching, specializing in Science. She is head of the guidance department at CEIP Vilaverde and associate professor at University of Vigo in the department of special didactics, in the area of experimental sciences. Among her lines of research, the following stand out: project methodology, cooperative learning strategies, gender and education, evaluation, study of previous concepts and ideas, didactics of experimental sciences and teacher training.

Among her research projects we can highlight “Violence against adolescent girls in the educational system” of which she was the main researcher as well as others related to women in science such as “Choice of engineering studies: establishment of a system of indicators with a gender perspective in science, technology, psychology and education”; “Techno-scientific education in university teaching: women in engineering or design” and “Evaluation of a statistical mathematical model predicting the choice of engineering studies with a gender perspective”.

In the field of educational innovation there are multiple projects in which she has participated such as “Design and implementation of evaluation procedures and instruments in undergraduate and graduate programs through the theme platform: KPSI questionnaires, rubrics and concept maps in digital format”; “Design and evaluation of projects aimed at the educational stages of infant and primary education in a cooperative and blended-learning environment, using the theme platform” or “The use of digital classrooms and electronic books in infant and primary education”.

In addition, her latest publications continue these lines of research and focus their themes on innovation of scientific competence in education.

Email: azucena@uvigo.es

Antonia Blanco Pesqueira

The lines of research she has worked on throughout her professional career are:

Program Evaluation and Institutional Evaluation were the beginnings of her research career. This is the origin of her doctoral thesis on the Evaluation of the formative quality of programs for the permanent training of adult teachers. This research area was derived, while working on it, to a greater depth in the training of teachers, becoming this line of work, the cross-cutting theme of all her research. This mainstreaming is evident in the various competitive research projects that she has had: “Study of professional skills in the qualifications of Primary and Secondary Education” or “The initial training of secondary school teachers …” both funded in competitive mode by the Xunta de Galicia and of which she was principal investigator. Following the line of teacher training, her teaching in Initial Teacher Training has led her to go deeper into this field, so her latest collaborations are now more focused on educational innovation and initial teacher training.

Teacher training and teaching performance have been the two basic pillars in her career, hence the theses she has directed in recent years and which deal with the evaluation of teacher performance and representations on teaching, the first focused on in-service teachers and the second on initial teacher training for Infant and Primary School teachers.

While her research career is focused on teacher training, when she entered the field of educational innovation she found the need to work interdisciplinary with other groups and research areas both in her university and in others. So at the moment she is working with the group GIST-ET1 of the School of Telecommunications in several projects and networks from which are coming out diverse and interesting contributions in the whole area of REA resources (ICT area). Thus, she has presented to congresses several communications about: Perception of Teachers in the use of ODS which is a Support Portal for Advanced Technologies to provide open access to learning as well as The impact of open educational resources in teacher activities. It should be noted that this production emanates from the development of open platforms/repositories/oratories, which are governed by the policies of free access to education of UNESCO: equity, inclusion and equal opportunities for teaching and learning from a global perspective.

Finally, it is highlighted if her work in the university management (19 years) being her last position Vice Chancellor. This experience has given her a vision of the entire university world that has diametrically changed the way she sees research, innovation and knowledge transfer.

Email: ablancop@uvigo.es

Violeta Cebrián Robles

Graduate in Law, and studying the last year of the Degree in Pedagogy at the University of Malaga. Master in Criminal Law, Master in Mediation and Master in Teaching. She is currently a Doctorate student of the Inter-University Doctorate Program in Equity and Innovation at the University of Vigo.

Santiago José Cruz Muñoz

Primary school teacher on leave of absence, graduated in Primary Education from the University of Vigo (Ourense Campus), graduated in Early Childhood Education from the University Camilo José Cela and with a Master’s degree in Psychosocial and Educational Research with Adolescents in School Contexts from the University of Vigo (Ourense Campus).

He currently holds a University Teacher Training (UTT) contract from the Ministry of Education in the Department of Didactics, School Organization and Research Methods at the University of Vigo (Pontevedra Campus), through which he is developing his doctoral thesis. This covers his main lines of research, which are school failure and educational inequalities, and is part of the national project, Innovation Networks for Educational and Social Inclusion (RIIIES). In parallel, he has taught the subject New Technologies Applied to Early Childhood Education for two academic years.

Email: scruz@vigo.es

Isabel Fernández Menor

Graduated in Pedagogy from the University of Santiago de Compostela (2015), Master in Learning Difficulties and Cognitive Processes from the University of Vigo (2016) and PhD in “Equity and Innovation in Education” (2020).

She teaches several subjects of the Degree in Infant and Primary Education, such as “Inclusive School and Attention to Diversity”, “Tutoring and Guidance with Families” or “New Technologies Applied to Primary Education”.

Her line of research revolves around inclusive education, specifically in the formal setting through the processes of school engagement and disengagement through participatory research methodologies. Her doctoral thesis is framed in the theme of the sense of belonging of secondary education students, factors and measures of action. Similarly, she has a contract from the Ministry of Economy and Competitiveness for postdoctoral training within the framework of the project “Innovation Networks for Educational and Social Inclusion”.

Email: isfernandez@uvigo.es

Olalla García Fuentes

She is a Higher Technician (2010-2012) and Teacher in Early Childhood Education (2012-2016), with a Master’s Degree in Learning Difficulties and Cognitive Processes. Collaboration scholarship in the Department of Didactics, School Organization and Research Methods (2017-2018).

She is Currently Xunta de Galicia Predoctoral Researcher and student of the PhD Program in Educational Equity and Innovation at the University of Vigo.

Her thesis is about the study and implementation of innovative methodologies and resources and how these can modify and improve the teaching-learning process, and above all, what benefits they can bring in the short and long term to children’s students.

With teaching experience in Infant and Primary Education, her lines of research are focused on educational innovation and educational use of ICT.

María Asunción Lorenzo Ríal

Doctor, Graduate in Primary Education with a mention in Curricular Deepening and Master in Specific Educational Support Needs, all of them at the University of Vigo. She is a higher Technician in Sociocultural Animation, Centro de Estudios FESAN, Santiago de Compostela. Currently, substitute professor in the area of Didactics of Experimental Sciences, Department of Special Didactics, University of Vigo, Pontevedra´s Campus. Her lines of research focus on: science education, sustainability, gender and ICT applied to science education. She is the author of publications on science, technology and education for sustainability with a gender perspective. Associate in five projects of Educational Innovation of the University of Vigo, focused on science teaching, ICT integration and gender perspective as well as International Projects. She attended and made communication presentations in different national and international conferences (CINDU 2015-2017-2019, SIEC 2016, 2018, 2020, CUICIID 2015, HEAD’16, ENCIGA 2014-2016-2019).

Teacher in university extension courses related to introduction to programming and robotics for teaching science in Early Childhood Education and Primary Education. Lecturer in specific courses of IDP (Interactive Digital Whiteboard) and educational robotics taught in the Faculty of Education and Sport Sciences for the Infant and Primary Education grades, within the Conference Cycle “Teaching Science with a Digital Whiteboard”.

Sandra Martínez Iglesias

She is a Graduate in Fine Arts from the University of Vigo. She has a Master’s Degree in Research in Artistic and Visual Practices (UCLM) and another one in Teacher Training for Compulsory Secondary Education, High School and Vocational Training in the specialty of Arts (University of Vigo).

Currently, she is working as a teacher of New Technologies applied to Early Childhood Education at the University of Vigo while she is studying for a PhD in Equity and Innovation in Education.

Email: sandmartinez@uvigo.es

Esther Martínez Figueira

Ph. D. in Education Sciences from the University of Vigo, also a degree in Psych pedagogy and a diploma in Early Childhood Education from the University of Santiago de Compostela. She is a University Professor in the Department of Didactics, School Organization and Research Methods at the University of Vigo.

Her current teaching is distributed in subjects related to educational technology and practicum of the Early Childhood and Primary Education Degrees, of different educational masters and in the Interuniversity Doctorate Program of Equity and Innovation in Education.

Regarding its research activity, it should be noted that it is part of the CIES research group (Collaboration and Innovation for Educational and Social Equity) of the University of Vigo. Her main lines of research revolve around educational technology, technological innovation, educational innovation, inclusion, initial and continuous training of the teaching profession, university teaching and practicum. She has participated as a researcher in several national R+D+i and regional projects, and has also been a Principal Researcher in research and innovation projects of the University. Also, she has given lectures and communications as well as published numerous articles, book chapters and author of monographs referred to the above mentioned topics. You can consult part of her publication in Dialnet, Google Scholar or Researchgate.

Email: esthermf@uvigo.es

Santiago Pato Rodríguez

Civil Engineer, Diploma of Advanced Studies in Environmental Technologies and Certificate of Pedagogical Aptitude from the University of La Coruña, he also holds a Degree in Primary Education from the University of Vigo, for which he was awarded the extraordinary end-of-course prize in three categories (University of Vigo, Autonomous Community of Galicia and Ministry of Science, Innovation and Universities). It is also at the University of Vigo where he studied the Master’s Degree in Psychosocial and Educational Research with adolescents in school contexts.

He is currently working on his thesis for the doctorate program in Equity and Innovation in Education, which he accessed in the 2015-2016 academic year with a prize for academic excellence for new doctoral students from the University of Vigo, also obtaining an FPU contract from the Ministry of Education and Professional Training. After passing the selective process for access to the teaching staff of the Department of Education of Xunta de Galicia in 2016, he joins his post as an English language teacher in 2018.

His teaching activity at the University takes place in the Faculty of Education in the subjects of New Technologies applied to Primary Education in the Degree in Primary Education and Technological Resources in Social Education in the Degree in Social Education.

His lines of research focus on inclusive education, sustainable development, new technologies and the design of educational centers.

He organized and participated in many courses related to the attention to diversity, new technologies and communication didactics. He has also written many papers for conferences and published magazine articles and book chapters on school design, science, education and diversity.

Email: santiago.pato@uvigo.es

Uxío Pérez Rodríguez

He is a graduate in Psychology and Doctorate in History of Science and Technology. He is currently a doctoral lecturer in the Department of Special Didactics at the University of Vigo, specifically in the area of Didactics of Experimental Sciences. He also teaches the Degree in Primary Education and the Masters in Teaching and Research and Innovation in Infant and Primary Education.

His lines of research revolve around the didactic applications of History and Techniques, the Teaching of Astronomy, the History of Sciences and Techniques, Methodological Resources and Strategies in the Didactics of Experimental Sciences, Teacher Training, Studies with a Gender Perspective and Environmental Education.

He has participated in various research projects including “The development of scientific competences: progression of the components of practice and meta-knowledge”, “Carrying out a study with a gender perspective on the use of ICT in small and medium-sized enterprises” or “Progression of learning in practical scientific competences: contextualization of models, use of evidence and scientific research”. To these we must add others from the field of innovation such as “Design and implementation of assessment procedures and instruments in degree and postgraduate courses through the TEMA platform: KPSI questionnaires, headings and concept maps in digital format” or “The use of digital classrooms and electronic books in infant education and primary education”.

He has also published extensively in areas such as the popularization of science in relation to teacher training.

Email: uxio.perez@uvigo.es

María Dolores Pesántez Palacios

She has a degree in technologies in Early Stimulation in Health at the University of Cuenca. Bachelor of Science in Education, mention in Pedagogy at the Salesian Polytechnic University. She has a master’s Degree in Early Childhood Education at the University of Cuenca, also a master’s Degree in Higher Education at Universidad ARCIS de Chile. She is a PhD student, in the Interuniversity Doctorate Program in Equity and Innovation in Education at the University of Vigo.

She has worked as: Academic Director in Private Educational Units in the city of Cuenca- Ecuador. She was a lecturer in the Faculty of Medical Sciences, in the Early Stimulation course and in the Faculty of Psychology at the University of Cuenca. Also a Trainer in the Teacher Training Program SíProfe, Teacher in the career of Early Childhood Education at the Salesian Polytechnic University or Teacher – Researcher in the careers of Initial Education and Special Education at the National University of Education UNAE, in Ecuador.

She has held different management positions such as: Director of pre-professional practices and community outreach, coordinator of the 60-hour program at the Faculty of Psychology at the University of Cuenca, director of community outreach, pre-professional practices and Mamakuna magazine at the National University of Education UNAE, in Ecuador.

She has participated in different research projects: “Current State of the Fundamental Rights of Children and Adolescents in the Nabon Canton” at the University of Cuenca, “Innovative Strategies for Inclusive Education” at the National University of Education UNAE, Ecuador or “Proposal of innovative strategies to improve Inclusive Education within the framework of educational institutions” in agreement with the OAS.

Email: mdolo35@hotmail.com

Manuela Raposo Rivas

She has a Degree in Education Sciences in the Pedagogy section by the University of Santiago and PhD in Psych pedagogy by the University of Vigo. She is currently a professor in ICT applied to Education, in the Department of Didactics and School Organization and Research Methods of the Faculty of Education Sciences of the Campus of Ourense (University of Vigo).

Her teaching is linked to the Degree in Primary Education and Early Childhood Education, as well as to the Masters of: Secondary Education Teachers, Learning Difficulties and Cognitive Processes, Specific Needs of Educational Support. She actively participates in the training of young researchers with the tutoring of both final projects of the degree and master’s degree, as well as in the University Teacher Training (FPU). She is currently a tutor and thesis director in the Interuniversity Doctorate in Equity and Innovation in Education, and is also the secretary of its Academic Committee.

Her lines of research and publications deal with educational innovation and research through technologies, ICT for the attention to diversity and the Practicum and External Practices. Her more than 200 publications revolve around these themes. She was also a researcher in more than 25 projects funded in competitive calls, at national, regional or provincial level, being in three of them the main researcher. She collaborates with different research networks: Research Network and Education and Training for Citizenship and Knowledge Society- RINEF-CISOC; TELGalicia 3.0: Technology-Enhanced Learning Galicia; red REPPE. Association for the development of the Practicum and External Practices.

Email: mraposo@uvigo.es

María Inés Rodrigues Loureiro

She has a degree in Modern Languages and Literatures: English and German, from the Faculty of Arts of the University of Porto, and a Master’s degree in Adult Education and Training. Her thesis was entitled “Education in the participatory budget: analysis of participation mechanisms”. She teaches “English and German Language, Secondary and Professional Education” and “Continuous Training of Teachers” in the areas of Methodologies of English and German Language Teaching, Relations between Education and Society, and Mobile Devices as motivation for learning. Her lines of research revolve around school abandonment and failure, as well as equity and inclusion for school improvement.

Email: ines.rodrigues.phd@gmail.com

Paula Rodríguez Rivela

Graduate in Social Education from the University of Vigo (2018), Master in Multidisciplinary Intervention in Diversity in Educational Contexts (2019).  MECD Collaboration Scholarship (2019).

Her line of research revolves around new technologies, specifically in the field of youth, analyzing the problematic use of internet, risk practices and habits they have on the net, as well as educational measures carried out in schools.

Silvia Sierra Martínez

She is a PhD in Pedagogy (2017) by the Universities of Vigo, Santiago de Compostela, Oviedo, Cantabria and A Coruña; and Degree in Psych pedagogy (2013) by the University of Vigo. She started her teaching and research training with a grant from the Subprogram for Training of Research Staff (FPI Scholarship, Ministry of Economy and Competitiveness) at the aforementioned University.

Currently, she is an interim professor at the University of Vigo and a visiting professor at the Casa Grande University (Ecuador). She has participated in several projects of the National Research Plan for R+D+i (Ministry of Economy and Competitiveness) and is a member of the CIES-UVigo Research Group.

Her doctoral thesis and her scientific production deal with issues related to inclusive education. Her main lines of research are qualitative research, participatory research methodologies, “child-friendly” information collection strategies, the voice of the student body and educational transitions.

Email: sierra@uvigo.es

Mercedes Varela Losada

She has a degree in Marine Sciences and PhD in Equity and Innovation in Education from the University of Vigo. She is currently a PhD Assistant, teaching in the Experimental Sciences Didactics area of the Specific Didactics Department of this university.

Her lines of research deal with Experimental Science Didactics, Teacher Training, Environmental Education, Sustainability and Gender and Educational Innovation.

She has made multiple publications in the field of teacher training in relation to sustainability and the development of scientific competence. Among her latest research and innovation projects are “Women in a sustainable and productive sea: didactic use of the resource Sustainability in women” or “Design and implementation of evaluation procedures and instruments in undergraduate and graduate programs: KPSI questionnaires, rubrics and concept maps in digital format“.

Email: mercedesvarela@uvigo.es

María Ainoa Zabalza Cerdeiriña

She is a European Doctor in Education Sciences from the University of Santiago de Compostela. She also has a Degree in Psychology from the Complutense University of Madrid and in Teaching, Child Education, from the University of Santiago de Compostela.  She is a Professor of the Department of Didactics, School Organization and Research Methods at the University of Vigo. Her teaching is linked to the Early Childhood and Primary Education Degrees and to the Master’s Degree in Secondary Education Teaching, where she coordinates and teaches several subjects related to curriculum development and educational innovation and research. She also participates in the tutoring of TFG and TFM. She is the coordinator of the Educational Guidance itinerary in the Master of Secondary Education Teachers at the University of Vigo, in the Pontevedra campus.

She is a member of the research groups GIE (Interuniversity Study Group) and CIES (Collaboration Network for Educational and Social Inclusion). Her lines of research are mainly focused on Teacher Training, Early Childhood Education and Inclusive Education. Shee has participated in different R+D+i projects and has published several books and scientific articles both nationally and internationally.

She is also a member of the scientific committee of international publishers such as Francoangeli and Erikson, acts as a reviewer for various scientific journals and is the secretary of the journal RELAdEI.

Email: mzabalza@uvigo.es

Comunidade de Prática de Investigação CAFTe – Currículo, Avaliação, Formação e Tecnologias Educativas, Universidade do Porto

Preciosa Fernandes

Coordinator

Associate Professor at the Faculty of Psychology and Educational Sciences of the University of Porto, (FPCE UP) Co-coordinator of the Practical Community of Research CFATe, of the Center for Research and Intervention in Education (CIIE), of which she is an integrated member. Co-coordinator of the CIIE Strategy Area Evaluation and public policies in education.
Vice-director of the Master of Science in Education at FPCE UP, Scientific Coordinator of the Master of Health Education, developed in cooperation between FPCE and the Public Health Institute of the Faculty of Medicine of UPorto and member of the Pedagogical Council of FPCE UP. She has participated, and coordinated, in national and international projects, financed, within the scope of Educational Policies, Evaluation, Curriculum, Democracy and Social Diversity. She is the author and co-author of articles, book chapters and books, national and international.
Full CV available at: https://www.cienciavitae.pt/portal/3F12-A5A2-FCF6

ResearchGate: https://www.researchgate.net/profile/Preciosa-Fernandes-2

Email: preciosa@fpce.up.pt

Carlinda Leite

Coordinadora del Grupo

Full Professor at the Faculty of Psychology and Educational Sciences of the University of Porto (FPCEUP) and, since 2019, Emeritus Professor at the same University. She is President of the Ethics Committee of FPCEUP and a senior researcher at the Educational Research and Intervention Center (CIIE) where she coordinates the Practical Research Community “Curriculum, Evaluation, Training and Educational Technologies” (CAFTe). Since 2009, she has been an expert at the Higher Education Evaluation and Accreditation Agency (A3ES), the Agency that in Portugal evaluates and accredits higher education courses, where she coordinates the Commissions in the area of Education and Teacher Training. At the University of Porto and in the Portuguese educational system she has held various positions. She is the author or co-author of several articles, books and book chapters, national and foreign.

ORCID iD:  http://orcid.org/0000-0001-9960-2519

Researchgate:  https://www.researchgate.net/profile/Carlinda-Leite

Full CV: https://www.cienciavitae.pt/portal/5F18-F229-DA3E

E-mail: carlinda@fpce.up.pt

Carla Figueiredo

Researcher at the Center for Research and Intervention in Education (CIIE), Faculty of Psychology and Educational Sciences of the University of Porto, with a project financed by FCT through the program Stimulus to Scientific Employment (CEECIND / 04172/2017). She has been responsible for teaching and / or co-teaching subjects on curriculum and school evaluation; and continuing education courses for teachers dedicated to the development of school evaluation and self-assessment processes. She is an integrated member of the CIIE and a member of the CAFTe Research Practice Community (Curriculum, Assessment, Training and Educational Technologies). Since 2012, she has been an external expert in the IGEC (External Inspection-General for Education and Science) School Evaluation program. In 2015-2016, she was a member of the evaluation committees of the Agency for the Evaluation and Accreditation of Higher Education (A3ES), as a student element. She has been, since 2017, a consultant in a School Group integrated in the Educational Territories of Priority Intervention (TEIP) program; and since 2020, co-consultant of a school self-assessment team in a group of schools, both in the northern region of Portugal. She is the author and / or co-author of several articles in scientific journals and book chapters on curriculum and school evaluation. Research interests cover areas within the scope of educational policies and processes, particularly institutional evaluation of schools and universities, external evaluation, school management, curriculum development, democracy and social justice in education.

ORCID ID: https://orcid.org/0000-0003-3261-4907

Full CV: https://www.cienciavitae.pt//en/CF11-908D-1FF7

ResearchGate: https://www.researchgate.net/profile/Carla-Figueiredo-7

Paulo Marinho

Doctor in Educational Sciences and Post-doctor in Education, he has a specialization in Social and Behavioral Sciences and in Adult Education and Training. He is a Researcher (hired) at the Educational Research and Intervention Center (CIIE) of the Faculty of Psychology and Educational Sciences of the University of Porto and is a member of the research practice community-Curriculum, Assessment, Training and Educational Technologies (CAFTe_CIIE) . He works mainly on the following topics: Assessment of learning and school success; Institutional Evaluation; School Organizational Cultures and teaching professionals; Social minorities; Daily life; Educational and Curriculum Policies; Teacher training and Philosophy of science. In his professional career, consultations with public schools stand out; Socio-educational and Training Mediator in Education and School Departments; Technical pedagogical advisor and teacher trainer; Coordinator of several educational intervention projects with young people with school failure; Coordinator of research projects. He is an external expert of the IGEC’s External Evaluation of Schools program (Inspectorate-General for Education and Science – Ministry of Education Portugal) and is the author and co-author of several articles in national and foreign expert magazines, books and book chapters.

Researchgate: https://www.researchgate.net/profile/Paulo-Marinho-7

Full CV: https://cienciavitae.pt/portal/en/8613-FFE4-17C0

ORCID iD:  https://orcid.org/0000-0003-4898-2982

Angélica Monteiro

Assistant Researcher at the Center for Research and Intervention in Education (CIIE), Faculty of Psychology and Educational Sciences, University of Porto, with a project funded by FCT through the program Stimulus for Scientific Employment (2020.01982.CEECIND), entitled “Education for digital citizenship inside and outside schools: online habits, rights and specificities of young people belonging to minority groups “.
Currently co-represents the area of ​​the CIIE “Empowerment and inclusion through digital and artistic education”, she is principal investigator of the MINDtheGaps project (2019-2-PT02-KA205-006226) and coordinates the CIIE team of the UP2B project (2019-1 -PT01-KA201-061346).
Her main interests in research are: lifelong learning, teacher training, educational technology, e-learning, higher education, adult education, digital literacy for children and young people, with a special focus on the inclusion of people in situations of social vulnerability. She is the author and / or co-author of several articles in peer-reviewed scientific journals, books and book chapters in these areas.
Full CV available at: https://www.cienciavitae.pt/portal/161E-E43A-6E36
Researchgate https://www.researchgate.net/profile/Angelica-Monteiro?ev=hdr_xprf
ORCID https://orcid.org/0000-0002-1369-3462

Diego Portales University

José Weinstein

Coordinator

Sociologist from the University of Chile and PhD in Sociology from the Catholic University of Louvain (Belgium). He is currently Professor at the Universidad Diego Portales and directs the Leadership Program of the Faculty of Education at the same university. He served as Undersecretary of Education and Minister of Culture in the government of President Ricardo Lagos (2000-2006). He has worked in different national institutions related to education. He has also worked as a consultant in international institutions such as OECD, UNESCO, ECLAC and others. Between 2012 and 2015 he was a member of the National Education Council. He has more than 60 publications in books and journals on the topics of education, youth, culture and poverty. He is currently working on issues of educational leadership, school improvement and teacher policies.

Email: jose.weinstein@gmail.com

Gonzalo Muñoz

Sociologist and Master in Sociology from the Catholic University of Chile. Adjunct Researcher at the Faculty of Education of the Universidad Diego Portales and the Educational Leadership Program of the same university. Previously, he was Head of the General Education Division of the Chilean Ministry of Education, member of the Board of the Education Quality Agency, Director of Studies of the Education Area of Fundación Chile and Researcher of Asesorías para el Desarrollo. He has collaborated as a consultant and researcher in different projects for Latin America with the IDB, World Bank and UNESCO. He has researched and published several books and articles in his areas of expertise: educational policies, school improvement and educational leadership. He is currently pursuing his doctoral studies in Educational Sciences at the University of Granada.

Email: gonzalo.munozs@mail.udp.cl