Vol. 36 No. 2 (2021): (Julio - Diciembre)

Estudios e Investigaciones

• Bilingual and study abroad college students’ attitudes on global and intercultural competence [Actitudes de estudiantes universitarios bilingües y de intercambio sobre la competencia global e intercultural]

  Gabriel Alfaro, Jesús Paz-Albo

  1-16

  • PDF (Spanish)

• A Model for Studying Critical Thinking Appropriation [A model for studying critical thinking appropriation]

  Heriberto Antonio-García, J. Martín Castro-Manzano

  17-32

  • PDF (Spanish)

• Mindfulness as an ethical attitude [Mindfulness as an ethical attitude]

  JOSEP M. BASART, Mireia Farrús, Montse Serra

  33-46

  • PDF (Spanish)

• La secuencia didáctica de escritura como estrategia pedagógica para la mejora progresiva de la redacción y el fomento de la cohesión grupal [The didactic sequence of writing as a pedagogical strategy for the progressive improvement of writing and the promotion of group cohesion]

  José Luis del Río-Fernández

  47-59

  • PDF (Spanish)

• THE RELEVANCE OF TEACHING COORDINATION IN THE MASTER IN SECONDARY EDUCATION TEACHERS IN THE SPECIALTY OF GEOGRAPHY AND HISTORY [The relevance of teaching coordination in the Master in Secondary Education Teachers in Geography and History]

  Rafael Sebastiá-Alcaraz, Juan García-Rubio

  113-129

  • PDF (Spanish)

• El movimiento musical expresivo en el aula de Psicomotricidad de Infantil: consideraciones del alumnado universitario [Expressive musical movement in the Early Childhood Psychomotricity classroom: considerations of university students]

  Vladimir Martínez Bello, María del Mar Bernabé Villodre

  60-76

  • PDF (Spanish)

• Percepciones de estudiantes sobre compromiso académico y clima del aula. Tendencias pasadas, presentes y futuras sobre una educación superior en transición [Students' perceptions on academic engagement and classroom climate. Past, Present and Future Trends in Higher Education in Transition]

  Daiana Yamila Riego

  77-96

  • PDF (Spanish)

• La alfabetización inicial con niños y niñas de 5 a 6 años. Aspectos clave para la formación inicial docente [Initial literacy with 5 and 6 year-old children. Key aspects to initial teaching training]

  Alícia Santolària Òrrios

  97-112

  • PDF (Spanish)