Vol. 9 No. 2 (2024): Collaborative relationships in teacher training for building inclusive environments

View Vol. 9 No. 2 (2024): Collaborative relationships in teacher training for building inclusive environments

DOI: https://doi.org/10.24310/rep922024

Published: 2024-12-30

Full Issue

Requires Subscription Presentación e índice PDF (Spanish)

Editorial

The importance of collaborative experiences in initial teacher education in promoting inclusive practices and environments

Núria Carrete-Marín (Author)

6-10
- PDF (Spanish)
- HTML (Spanish)

Thematic

The Practicum as an axis for inclusion: a case study from the students' point of view with photo-elicitation

Estefanía Monforte García, Esther Edo Agustín (Author)

11-23
- PDF (Spanish)
- HTML (Spanish)
A qualitative study of students' cooperative and collaborative relationships during the internship period

Annika Bush, Núria Carrete-Marín (Author)

24-37
- PDF (Spanish)
- HTML (Spanish)

Mycelaneous

Artificial intelligence and its contribution to ePortfolios in the practicum

Manuel Cebrián-de-la-Serna, Ana-Belén Pérez-Torregrosa (Author)

38-53
- PDF (Spanish)
- HTML (Spanish)
From education to action: Students as agents of forest fire prevention

José Miguel Romero Saritama, Janneth Simaluiza (Author)

54-68
- PDF (Spanish)
- HTML (Spanish)
Impact of the Practicum on teacher training: An Ecuadorian experience

Génesis Nicole Herrera Orosco, Yullio Cano de la Cruz, Edgar Efraín Obaco Soto, Fernando Lara Lara (Author)

69-82
- PDF (Spanish)
- HTML (Spanish)
Dual University Training: a scope review

Carmen Sarceda Gorgoso, Erlantz Allur Aranburu, Manuela Raposo Rivas, Miguel Ángel Barberá Gregori (Author)

83-99
- PDF (Spanish)
- HTML (Spanish)

Recensions

Tutoring in dual degree internships: a research in development.

Jesica María Abalo Paulos (Author)

100-101
- PDF (Spanish)
- HTML (Spanish)