Publications
2024
Cano, M., Mayoral, P., Contreras, N., & Alguacil, M. (2024). Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros. Praxis & Saber, 15(41), 1–17. https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16786
Contreras, N., Liesa, E., & Giralt-Romeu, M. (2024). How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum. Teaching and Teacher Education, 140, 104478. https://doi.org/10.1016/J.TATE.2024.104478
Contreras, N., Liesa, E., Mayoral, P., & Toom, A. (2024). Learning to be a teacher in Catalonia and Finland: commonalities and differences. ÀÁF Àmbits de Psicopedagogia i Orientació, 61, 72–91. https://doi.org/10.32093/ambits.vi60504968
Meneses-Pinto, C., & Liesa, E. (2024). El desarrollo de la voz inclusiva durante la participación en una comunidad profesional de aprendizaje. Revista CS, 44(7). https://doi.org/10.18046/recs.i44.07
Ventura, A. C., Liesa-Hernández, E., & Roncancio-Moreno, M. (2024). Towards the integrated study of the dialogical self and agency to research personal change in education / Hacia el estudio integrado del yo dialógico y la agencia para investigar el cambio personal en educación. Journal for the Study of Education and Development, 47(4), 672–685. https://doi.org/10.1177/02103702241287042
2023
Liesa, E., Mayoral, P., Giralt-Romeu, M., & Angulo, S. (2023). Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students. Education Sciences, 13(9), 879. https://doi.org/10.3390/educsci13090879(
2022
Badia, A., Liesa, E., & Toom, A. (2022). The Identity of the Teacher in Compulsory Education. A C.Monereo, The Identity of Education Professionals: Positioning, Training, and Innovation, 55-78. Charlotte, USA: Information Age Publishing (IAP).
Liesa, E., Giralt-Romeu, M., & Ligorio, B. (2022). The Identity of Student-Teachers: Becoming a Professional. A C. Monereo, The Identity of Education Professionals: Positioning, Training, and Innovation, 33-54. Charlotte, USA: Information Age Publishing (IAP).
Liesa, E., Mayoral, P., & Badia, A. (2022). 5. El asesoramiento psicopedagógico para el desarrollo de procesos de mejora e innovación educativa. En T. Huguet Comelles, E. Liesa Hernández y J. Serra-Capallera (Coords.), El asesoramiento psicopedagógico a debate (pp. 81–96). GRAÓ
2021
Giralt-Romeu, M., Liesa, E., & Castelló, M. (2021). Teacher identity as inquirer: Voices of Teacher Educators. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.2015319
2020
Badia, A., & Liesa, E. (2020). Experienced teachers’ identity based on their I-positions: an analysis in the catalan context. European Journal of Teacher Education, 45(1), 77–92. https://doi.org/10.1080/02619768.2020.1795122
Badia, A., Liesa, E., Becerril, L., & Mayoral, P. (2020). A dialogical self approach to the conceptualisation of teacher-inquirer identity. European Journal of Psychology of Education, 35(4), 865–879. https://doi.org/10.1007/s10212-019-00459-z
Badia, A., Liesa, E., Becerril, L., & Mayoral, P. (2020). Five ways of being a schoolteacher. Quaderns de Psicologia, 22(2), e1563. https://doi.org/10.5565/rev/qpsicologia.1563.
Giralt-Romeu, M., Liesa, E., & Castelló, M. (2020). I research, you research: do future teachers consider themselves researchers? Infancia y Aprendizaje, 44(3), 586–622. https://doi.org/10.1080/02103702.2020.1759001
Monereo, C., & Liesa, E. (2020). Early career researchers’ identity positions based on research experiences. Higher Education Research & Development, 41(1). https://doi.org/10.1080/07294360.2020.1835834
2019
Liesa, E., & Mayoral, P. (2019). Pot haver-hi innovació sense recerca? Una proposta des de les comunitats d'indagació. ÀÁF Àmbits de Psicopedagogia i Orientació, 50, 59–72. https://doi.org/10.32093/ambits.v0i50.1220
Presentations
Cano, M. (20th November 2024). La competencia indagadora y las prácticas educativas fundamentadas en evidencias científicas para promover cambios educativos. [Online Conference]. Universidad Pedagógica y Tecnológica de Colombia
Contreras, N., Liesa, E., Mayoral, P. & Alguacil, M. (24-28th june, 2024). Difficulties and support during an inquiry practicum: Pre-service teachers and mentors' experiences [Poster]. 28th JURE Conference, Sevilla, Espanya.
Mayoral, P., & Alguacil, M. (27th february 2024). Taller. ¿Qué significa una escuela basada en la indagación? Prácticas de maestro basadas en evidencias [Workshop]. Facultat de Magisteri, Universitat de Valencia. Spain
Mayoral, P., Liesa, E., Badia, A., & Becerril, L. (13-16th april 2024) Preservice Teachers' Perceptions About an Inquiry-Based Practicum in Initial Teacher Education in Spanish Context [Presentation]. 2023 AERA Annual Meeting, Chicago, Estats Units.
Contreras, N., Liesa, E., & Giralt-Romeu, M. (20–21th August 2023) How pre-service teachers change views of inquiry after participating in an inquiry-based practicum [Presentation]. 27th JURE Conference, Tessalònica, Grècia.
Toom, A., Mena, J., & Mayoral, P. (16th January 2024). Research-Informed Schools for educational improvement [Taula Rodona]. Universitat Ramon Llull, Barcelona, Spain.
Mayoral, P., Liesa, E., Giralt-Romeu, M., & Angulo, S. (22-24th November 2023). Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students [Presentation]. EAPRIL 2023, Belfast, Irlanda del Nord, Regne Unit.
Liesa, E., Contreras, N., Cano, M., & Alguacil, M. (22-24th November 2023) Mentoring conversations to construct professional pre-service teachers' knowledge [Presentació Oral]. EAPRIL 2023, Belfast, Irlanda del Nord, Regne Unit.
Cano, M., & Mayoral, P. (3-5th July 2023). Uso de la app Video Enhance Observation (VEO) como herramienta de aprendizaje en el Prácticum del grado de Educación: valoraciones de los estudiantes, las mentoras y las tutoras [Presentació Oral]. POIO 2023: La formación práctica de profesionales en el horizonte de los ODS, Galicia, Espanya.
