Vol. 15 No. 2 (2021): School-based and Territory-based Professional Development

Thematic section coordinators: Cecilia Simón and Yolanda Muñoz

Published: 2021-11-15

Full Issue

Editorial

We still Need Paulo Freire
DOI: https://doi.org/10.4067/S0718-73782021000200011

F. Javier Murillo, Cynthia Duk

11-13
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Sección Temática

Presentation: School-based and Territory-based Professional Development
DOI: https://doi.org/10.4067/S0718-73782021000200017

Cecilia Simón Rueda, Yolanda Muñoz Martínez

17-21
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Inclusive Inquiry: An Innovative Approach for Promoting Inclusion in Schools
DOI: https://doi.org/10.4067/S0718-73782021000200023

Kyriaki Messiou, Mel Ainscow

23-37
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Thinking about Teacher Professional Development through Research: Participatory and Inclusive Pathways
DOI: https://doi.org/10.4067/S0718-73782021000200039

Ángeles Parrilla

39-52
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Permanent Teacher Training for Educational Inclusion, Mediated by Photographic Narratives
DOI: https://doi.org/10.4067/S0718-73782021000200053

Antonio Bautista, Laura Rayón Rayón

53-65
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Teacher Professional Development for Inclusion: Collaborative Action Research through Lesson Study in Chilean Schools
DOI: https://doi.org/10.4067/S0718-73782021000200067

Cynthia Duk, Rosa Blanco, Fiorella Zecchetto, Carla Capell, Mauricio López

67-95
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Creation of a Collaborative Structure between Students, Teachers and Researchers: Impact on Teaching Improvement
DOI: https://doi.org/10.4067/S0718-73782021000200097

Cecilia Simón, Gerardo Echeita, Marta Sandoval, Mª José de Dios

97-110
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The Collective Reflection among Teachers in Initial and Ongoing Teacher Education as a Space for Building an Inclusive Pedagogy
DOI: https://doi.org/10.4067/S0718-73782021000200111

Constanza Herrera-Seda, Carlos Vanegas Ortega, Esteban Vicencio Callejas, Katalina Maldonado Amaro

111-133
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Walking towards Inclusion through Participatory Action Research in an Educational Community
DOI: https://doi.org/10.4067/S0718-73782021000200135

María del Mar Herrera Fernández, Carmen Matés Llamas, Diana Farzaneh Peña, Sandra Barrado Fernández

135-153
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Key Dimensions for the Inclusive Educational Development: Emancipatory Knowledge in a Collaborative Counselling Experience
DOI: https://doi.org/10.4067/S0718-73782021000200155

Ignacio Figueroa-Céspedes, Jorge Soto Cárcamo, Cristopher Yáñez-Urbina

155-172
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Systematization of an Experience of Inclusion at the Junior High School: Strategy for Training and Educational Action
DOI: https://doi.org/10.4067/S0718-73782021000200173

Juan Elías, Beatriz Anguiano-Escobar, Diana Cervantes, Rosario Ramírez-Bueno

173-190
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A Learning Experience through Cooperative Projects. Teachers and Students Visions
DOI: https://doi.org/10.4067/S0718-73782021000200191

Blas González Alba, Pablo Cortés González, Analia Leite Méndez

191-206
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Collaboration between Teachers and Management Team: A Case Study on Professional Development and Inclusion in Pandemic
DOI: https://doi.org/10.4067/S0718-73782021000200207

Juan Pablo Queupil Quilamán, Catalina Cuenca Vivanco, César Maldonado Díaz

207-223
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Temática Libre

Sexual and Gender Diversity in Educational Communities of Arica, Chile: Heteronorm Fissure from Multiculture
DOI: https://doi.org/10.4067/S0718-73782021000200247

Verónica Rubio Aguilar, Patricia Miranda Mamani, Genoveva Tiayna Pacha, Elizabeth Hidalgo Figueroa, Carol Tuna Varas

247-269
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Vol. 15 No. 2 (2021): School-based and Territory-based Professional Development

Full Issue

Editorial

We still Need Paulo Freire

Sección Temática

Presentation: School-based and Territory-based Professional Development

Inclusive Inquiry: An Innovative Approach for Promoting Inclusion in Schools

Thinking about Teacher Professional Development through Research: Participatory and Inclusive Pathways

Permanent Teacher Training for Educational Inclusion, Mediated by Photographic Narratives

Teacher Professional Development for Inclusion: Collaborative Action Research through Lesson Study in Chilean Schools

Creation of a Collaborative Structure between Students, Teachers and Researchers: Impact on Teaching Improvement

The Collective Reflection among Teachers in Initial and Ongoing Teacher Education as a Space for Building an Inclusive Pedagogy

Walking towards Inclusion through Participatory Action Research in an Educational Community

Key Dimensions for the Inclusive Educational Development: Emancipatory Knowledge in a Collaborative Counselling Experience

Systematization of an Experience of Inclusion at the Junior High School: Strategy for Training and Educational Action

A Learning Experience through Cooperative Projects. Teachers and Students Visions

Collaboration between Teachers and Management Team: A Case Study on Professional Development and Inclusion in Pandemic

Temática Libre

Sexual and Gender Diversity in Educational Communities of Arica, Chile: Heteronorm Fissure from Multiculture

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