Artículos

2021

• Colorado, S., Muñoz-Moreno, J. L., & Pallarès, R. M.. (2021). Caminos escolares: construir la ciudad desde la infancia. Revista Aula de Innovación Educativa , 301. Recuperado a partir de https://www.grao.com/es/producto/revista-aula-301-febrero-oralidad-y-escritura-au301
• Perines, H., & Ion, G.. (2021). How Do Prospective Teachers Understand Educational Research?. The Teacher Educator, 56:1. doi:10.1080/08878730.2020.1846831
• Mercader, C., & Gairín, J.. (2021). The Perception of Teachers’ Digital Competence of Preservice Pre-Primary and Primary Education Teachers. The Influence of Degree and Entrance Path. IEE Revista Iberoamericana de tencologías del aprendizaje, 16, 1, 100 - 106. doi:10.1109/RITA.2021.3052684

2020

• Mercader, C. (2020). Explanatory model of barriers to Integration of digital technologies in Higher Education Institutions. Education and Information Technologies, 24, 1-15. Recuperado a partir de https://cutt.ly/FsKO3c8
• Mercader, C., & Gairín, J.. (2020). University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(4), 1-14. Recuperado a partir de https://link.springer.com/article/10.1186/s41239-020-0182-x
• Tintoré, M., Serrão Cunha, R., Cabral, I., & Matias Alves, J.. (2020). Giving voice to problems faced by school leaders in Portugal. School Leadership & Management. Formerly: School Organisation. doi:DOI: 10.1080/13632434.2020.1719400
• Tintoré, M., Serrão Cunha, R., Cabral, I., & Matias Alves, J.. (2020). A scoping review of problems and challenges faced by school leaders (2003–2019). Educational Management Administration & Leadership, 1-38. doi:DOI: 10.1177/1741143220942527
• Serrão Cunha, R., Tintoré, M., Cabral, I., & Matias Alves, J.. (2020). Portuguese Principals’ Professional Development Needs and Preferred Learning Methods. Education Sciences, 10(9), 2-16. doi:doi:10.3390/educsci10090219
• Malin, J. R., Brown, C., Ion, G., van Ackeren, I., Bremm, N., Luzmore, R., et al.. (2020). World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?. Recuperado a partir de https://www.nature.com/articles/s41599-020-00587-8
• Muñoz-Moreno, J. L., & Rodríguez-Gómez, D.. (2020). La experiencia de una red de apoyo a la gestión educativa en el contexto iberoamericano. Educación y Futuro Digital, 20, 59-73. Recuperado a partir de https://dialnet.unirioja.es/servlet/articulo?codigo=7569523