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

Thematic section coordinators: Cecilia Simón and Yolanda Muñoz

Published: 2021-11-15

Editorial

We Still Need Paulo Freire

F. Javier Murillo, Cynthia Duk

11-13
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DOI: https://doi.org/10.4067/S0718-73782021000200011

Sección Temática

Presentation: School-based and Territory-based Professional Development

Cecilia Simón Rueda, Yolanda Muñoz Martínez

17-21
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DOI: https://doi.org/10.4067/S0718-73782021000200017
Inclusive Inquiry: An Innovative Approach for Promoting Inclusion in Schools

Kyriaki Messiou, Mel Ainscow

23-37
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DOI: https://doi.org/10.4067/S0718-73782021000200023
Thinking about Teacher Professional Development through Research: Participatory and Inclusive Pathways

Ángeles Parrilla

39-52
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DOI: https://doi.org/10.4067/S0718-73782021000200039
Permanent Teacher Training for Educational Inclusion, Mediated by Photographic Narratives

Antonio Bautista, Laura Rayón Rayón

53-65
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DOI: https://doi.org/10.4067/S0718-73782021000200053
Teacher Professional Development for Inclusion: Collaborative Action Research through Lesson Study in Chilean Schools

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

67-95
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DOI: https://doi.org/10.4067/S0718-73782021000200067
Creation of a Collaborative Structure between Students, Teachers and Researchers: Impact on Teaching Improvement

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

97-110
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DOI: https://doi.org/10.4067/S0718-73782021000200097
The Collective Reflection among Teachers in Initial and Ongoing Teacher Education as a Space for Building an Inclusive Pedagogy

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

111-133
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DOI: https://doi.org/10.4067/S0718-73782021000200111
Walking towards Inclusion through Participatory Action Research in an Educational Community

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

135-153
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DOI: https://doi.org/10.4067/S0718-73782021000200135
Key Dimensions for the Inclusive Educational Development: Emancipatory Knowledge in a Collaborative Counselling Experience

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

155-172
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DOI: https://doi.org/10.4067/S0718-73782021000200155
Systematization of an Experience of Inclusion at the Junior High School: Strategy for Training and Educational Action

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

173-190
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DOI: https://doi.org/10.4067/S0718-73782021000200173
A Learning Experience through Cooperative Projects. Teachers and Students Visions

Blas González Alba, Pablo Cortés González, Analia Leite Méndez

191-206
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DOI: https://doi.org/10.4067/S0718-73782021000200191
Collaboration between Teachers and Management Team: A Case Study on Professional Development and Inclusion in Pandemic

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

207-223
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DOI: https://doi.org/10.4067/S0718-73782021000200207

Temática Libre

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

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

247-269
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DOI: https://doi.org/10.4067/S0718-73782021000200247

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

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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