Eva Liesa

Eva Liesa
Universitat Ramon Llull. SINTE team Research · Educational Psychology

PhD

About

30
Publications
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141
Citations

Publications

Publications (30)
Chapter
This chapter focuses on research into teacher identity in compulsory education to detail the existing research and includes recent contributions based on the Dialogical Self Theory (DST). Here we develop the main theory’s core concepts (I-position, We-position, core position, boundary experience, among others) and how they have been used in specifi...
Book
The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, t...
Article
This study analyses early career researchers' identity positions from a dialogical-self perspective and their experiences when facing significant research events over their career trajectory. An idiographic longitudinal approach, based on the Interpretative Phenomenological Analysis (IPA), and a narrative methodology were used. Five social science...
Article
This qualitative study uses the dialogical self theory to explore teacher educators’ voices as they speak on the issue of teacher identity positioning, specifically when it comes to the position of teachers as inquirers. A content analysis of self-reports from 18 teacher educators yielded 3 primary teacher core I-positions. The results showed that...
Article
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This exploratory study consists of a description of the five schoolteachers’ identities that showed five different configurations of teacher’s I-positions. Thirty-one participants were interviewed via a writ-ten survey, and data were analysed using qualitative and quantitative procedures. The findings re-vealed thirty I-positions held by the teache...
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This exploratory study consists of a description of which kind of key learning experiences student teachers’ have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction,...
Article
Dialogical self theory is applied to describe the identity of a group of experienced Catalan teachers. Participants (N = 58) were asked about their positions and I-positions via a written survey, and the data were analysed using qualitative and quantitative procedures. The findings show a comprehensive description of nine types of positions (to edu...
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This interpretative, cross-sectional study analysed the perceptions of students in their last year of their bachelor’s in primary school education with regard to educational inquiry. It explored their understanding of what this concept means and its benefits, as well as the procedures, stakeholders and competences involved in research. The data wer...
Article
Over the last 30 years, a substantial number of publications have attempted to conceptualise the ways in which teachers carry out inquiries in order to affect changes in educational practice. A number of different psychological models have been applied to the study of teachers’ activities as inquirers, including models focusing on teachers’ profess...
Article
During their doctoral studies, students undergo an emotionally and intellectually intensive process involving a wide range of positive and negative experiences. This article analyses PhD students’ perceptions of the most positive and negative experiences related to doctoral study conditions. Previous researchers have primarily focused on analysing...
Article
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La finalidad última del cambio educativo debe ser que los alumnos aprendan más y mejor. El aprendizaje competencial es uno de los retos de la escuela y éste conlleva promover procesos de regulación y co-regulación de los aprendizajes con el fin que los alumnos dispongan de herramientas de pensamiento que les permitan resolver con cierta autonomía t...
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Este estudio analiza el grado de satisfacción del profesor de la especialidad de orientación educativa en relación a la atención a la diversidad, la colaboración con el Equipo de Asesoramiento y Orientación Psicopedagógico (EAP), y las ayudas que ofrece al profesorado para innovar y mejorar la calidad del proceso de enseñanza y aprendizaje. Los par...
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Results from an empirical study with the aim of analysing the level of satisfaction of teachers specialized in Educational Guidance and the obstacles that they face in Cataluña (Spain) are presented in this paper. This is a quantitative study carry out applying a questionnaire to a one-stage sample from 65 centres, whose participation was of 65 hea...
Data
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RESUMEN Se presentan los resultados de un estudio empírico cuya finalidad es analizar el nivel de satisfacción y los obstáculos con los que se encuentra el profesor de la especialidad de orientación educativa en Cataluña. Estudio de carácter cuantitativo a través de un cuestionario aplicado a una muestra monoetápica de 65 centros, participando 65 d...
Article
Full-text available
Results from an empirical study with the aim of analysing the level of satisfaction of teachers specialized in Educational Guidance and the obstacles that they face in Cataluña (Spain) are presented in this paper. This is a quantitative study carry out applying a questionnaire to a one-stage sample from 65 centres, whose participation was of 65 hea...
Article
Full-text available
Studying is one of the most usual tasks in Secondary Education and almost always it is a requirement for students to be assessed. Research has shown that the strategic and efficient ways to study are characterised by a flexible use of the students' learning procedures, not only on the basis on previous knowledge, but also on the basis of the activi...
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The aim of this research is to analyze the evolution of attention to diversity in Catalonia in the last decade on the basis of the opinions of different professionals in the world of education. The research, of a qualitative nature, was designed as a case study. Respondents were selected for their particular link to the Catalan educational system....
Article
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This intervention study aimed at helping undergraduate students of psychology learn to use the discursive resources useful to make academic voice visible in their texts and to improve their writing practices. The intervention involved tutorial meetings and collaborative revisions in two different learning environments, on-line and face-to face. The...
Article
Full-text available
This intervention study aimed at helping undergraduate students of psychology learn to use the discursive resources useful to make academic voice visible in their texts and to improve their writing practices. The intervention involved tutorial meetings and collaborative revisions in two different learning environments, on-line and face-to face. The...
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Full-text available
El escenario de asesoramiento colaborativo es un espacio sociocultural donde lo que se hace y se dice condiciona el tipo de interacción que se va a dar entre las personas que participan así como la actividad que llevan a cabo de manera conjunta. En este artículo vamos a reflexionar sobre el papel de la motivación de los profesores y asesores para m...
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Resum: Aquest article ofereix un marc conceptual del significat de I'estudi de textos expositius a I'Educació Secundaria Obligatoria i dels principals factors que permeten que es produeixi aprenentatge a partir de la lectura d'aquests textos. Una de les competencies basiques que s'ha de garantir en I'educació obligatoria consisteix que els estud...
Article
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En: Aula de innovación educativa Barcelona 2005, n. 138, Enero; p. 10-13 Se propone la comprensión en la lectura de textos como una competencia básica, pues en ella se basa la mayoría de los aprendizajes, al partir de textos escritos. La búsqueda de la información constituye el inicio del proceso que pretende alcanzar la comprensión de forma estrat...
Article
En: Articles de didáctica de la llengua i de la literatura Barcelona 2005, n. 37, julio-septiembre ; p. 70-81 El estudio de textos es una de las tascas que habitualmente realizan los alumnos en la Educación Secundaria Obligatoria. Disponer de estrategias de aprendizaje para que el estudio resulte eficaz es una de las competencias básicas que hay qu...

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Projects

Projects (4)
Project
We are engaged in conduct research regarding the professional identity, the identity components, and the identity development of both the teacher and the student-teacher. Besides, we are particularly interested in characterizing the teacher-inquirer identity and how the teacher identity change in times of educational innovation.
Project
This is a cross-national research project (Spain, UK, Finland and Switzerland) aimed at examining the identity development of PhD students and post-PhD university researchers (http://www.fins-ridss.com/home). We applied a mixed-method approach to enhance, illustrate and clarify individuals’ perceptions through a set of different complementary studies implying different phases. 1rst Phase The first of these studies has implied the development of a cross-cultural, multilingual survey in which open-ended and Likert-items were combined, to analyse researchers’ conceptions, agency, research engagement, researcher and supervisory support and significant positive and negative experiences. Results lead us to establish different profiles of researchers based on their research and writing conceptions, the support they received and the challenges or incidents they experienced through this journey. 2nd Phase In the second study multimodal interviews has been conducted with a subset of survey respondents to explore their experiences in greater depth. Interviews have been complemented with Journey Plots to collect longitudinal experiences and Network Plots to explore researchers’ active engagement in their communities. Current analysis of data from 70 cross-country interviews led us to rethink how we frame researcher experience of community interaction, research writing and publication and engagement and abandonment intentions. 3rd Phase The third study includes the design and piloting of a educational proposal aimed at facilitating junior researchers deal with identified negative experiences and critical incidents in an adjusted and efficient manner. Different educational videos and training modules have been already developed (www.fins-ridds) 4rd Phase The fourth phase is devoted to the design, launch and managing of a digital space including an instructional block and interactive resources for planning, executing and communicating written projects. It also includes an interactive space where researchers and supervisors can manage their experiences and create networks to effectively support their researcher development.