Marc Clarà

Marc Clarà
Universitat de Lleida | UDL · Department of Pedagogy and Psychology

PhD

About

67
Publications
34,805
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1,071
Citations
Citations since 2016
34 Research Items
889 Citations
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2016201720182019202020212022050100150
2016201720182019202020212022050100150

Publications

Publications (67)
Article
Full-text available
In this article I discuss the difference between Vygotsky’s and Vasilyuk’s uses of the term perezhivanie. Arguably, this difference may have contributed to some of the current ambiguity regarding the notion of perezhivanie in cultural psychology. In short, I propose that Vasilyuk’s perezhivanie can be understood as a special type of activity, where...
Article
Full-text available
Although current interpretations of Vygotsky’s theory largely assume that instruction pushes development, the issue of how this occurs has yet to be clarified. For example, the notion of “zone of proximal development” has aroused strong disagreement, and the common conceptualization of the notion of “nonspontaneous concept” has been widely recogniz...
Article
It is commonly assumed that how teachers appraise adverse situations plays a crucial role in their emotional states. This paper explores how situations of adversity are reappraised by teachers in ways that allow them to transit from states of suffering and despair to states of restored well-being and commitment. Focusing on two cases of teacher res...
Article
In recent decades, important advances have been made in understanding how discursive symmetry can be achieved in whole-class dialogue. However, very little is known about how this dialogue may progress in the sense of critically linking ideas in coherent lines of collective inquiry. This article investigates this issue by analyzing 4 consecutive se...
Article
Full-text available
This article suggests that some discrepancies between the different models of teacher education are related with different ways of defining the theory-practice problem. The article proposes three ways of defining the problem: as a problem of transference between contexts; as a problem of relation between the explicit and the implicit; as a problem...
Article
Full-text available
Introduction. This paper contributes to the research on teacher burnout by distinguishing between two aspects of work demands that are usually merged in the “workload” construct: the quantity of the demands (quantitative demands) and the cognitive effort they require (cognitive demands). Such a distinction may offer insight into how educational adm...
Method
Full-text available
Este instrumento se ha elaborado en el marco del proyecto "La relación entre las narrativas y el desarrollo de la resiliencia en los profesores" (NARRES), financiado por el Ministerio de Economía, Industria y Competitividad del Gobierno de España y la Agencia Estatal de Investigación. Referencia EDU2017-87406-P /AEI / 10.13039/501100011033, Investi...
Method
Full-text available
Este protocolo de análisis se ha elaborado en el marco del proyecto “La relación entre las narrativas y el desarrollo de la resiliencia en los profesores” (NARRES), financiado por el Ministerio de Economía, Industria y Competitividad del Gobierno de España y la Agencia Estatal de Investigación. Referencia EDU2017-87406-P /AEI / 10.13039/50110001103...
Method
Full-text available
Aquest protocol d’anàlisi s’ha elaborat en el marc del projecte “La relación entre las narrativas y el desarrollo de la resiliencia en los profesores”, finançat pel Ministeri d’Economia, Indústria i Competitivitat del Govern d’Espanya i l’Agència Estatal d’Investigació, Referència EDU2017-87406-P /AEI / 10.13039/501100011033, Investigador Principal...
Article
This paper addresses a problem that greatly complicates the implementation of dialogic educational approaches in schools: the dilemma between driving children’s talk towards normatively accepted conceptions and, at the same time, avoiding the introduction of these normative conceptions into the dialogue by the teacher. I argue that this dilemma is...
Chapter
This chapter addresses the increasingly well-documented problem of teacher stress and attrition, focusing upon the need for critical conversations about this problem. Our response to this problem centres on online networks of teachers, which have the potential both to (a) counteract the stress experienced by pre-service and early career teachers an...
Article
This paper outlines a framework to understand and further study how meaning mediates psychological processes. Central to this paper is the concept of mediational meaning: a representation of "me in the world," socially distributed as a cultural artifact, that "encodes" emotion and motivates social activity. It is suggested that the emotional encodi...
Chapter
This chapter explores doctoral supervision from the point of view of the adjustment of the supervisor’s assistance. The study explored this issue by observing the evolution of dynamics and relations among the necessities and assistance as felt by the different subjectivities in the doctoral process. To do this, an analytic autoethnographic approach...
Chapter
The scholarship attending doctoral study and supervision is growing rapidly, yet in many ways successful approaches to traversing the doctorate remain idiosyncratic, even mysterious. Accordingly, it is timely to situate the terrain occupied by that scholarship, and to identify the accompanying issues and proposed strategies for engaging with those...
Article
This paper considers how student teachers, mentor teachers and university tutors who participate in collaborative settings for joint reflection on practical teaching situations during students’ practicum perceive their roles and opportunities for learning in these settings. We are also interested in how the participants experience this kind of coll...
Article
Full-text available
This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2...
Article
The aim of this paper is to understand how certain educational supports promote preservice teachers’ learning to reflect in collaborative settings. To address this issue, we present a case study on collaborative reflection among 14 preservice teachers and one teacher educator over the course of five weekly consecutive sessions. The results suggest...
Book
This book explores the multiple ways in which doctoral programs are traversed by students, supervisors and administrators. Rather than proposing a single, homogeneous approach as the most effective form of doctoral education, the editors and contributors focus on the diversity of global approaches to the doctorate, including doctoral experiences fr...
Article
Embora as interpretações atuais da teoria de Vygotsky assumam, em grande parte, que a instrução impulsiona o desenvolvimento, a questão de como isso ocorre ainda não foi esclarecida. Por exemplo, a noção de "zona de desenvolvimento proximal" despertou um forte desacordo, e a conceitualização comum da noção de "conceito não espontâneo" foi amplament...
Article
Introducción. Algunos resultados de la investigación educativa de los últimos años indican que la reflexión conjunta puede mejorar la reflexión de los estudiantes de maestro sobre las situaciones de la práctica, si cuentan con ayuda adecuada del tutor. Este estudio tiene como objetivos identificar y caracterizar la ayuda ofrecida por los tutores de...
Article
This paper is available for free at http://www.tandfonline.com/eprint/rrZw97h7vKKYBeYC6D3J/full Although some research results indicate that joint reflection can improve student-teachers’ reflection, it is not clear how the interaction between student-teachers during a joint reflection process helps this to happen. The aim of this paper is to exp...
Article
Full-text available
Introduction. Recent educational research suggests that joint reflection can enhance student teachers' reflections on their own practice if they have adequate tutor support. This study aims to identify and characterize the assistance offered by college tutors in situations of joint reflection and analyses their contribution to the development of st...
Article
In this commentary, I will revisit some of the ideas proposed by my colleagues in this volume and try to articulate a tentative glossary to distinguish between four different psychological phenomena often referred to with the word perezhivanie. I will conclude with some thoughts about the future scientific development of the notion(s) of perezhivan...
Chapter
This chapter examines the nature of teacher knowledge and its implications for the assistance required by PSTs and ECTs within virtual communities of teachers. The chapter characterises teacher knowledge by identifying two key types of knowing and their relation to teaching practice. From this characterisation, it is argued that novice teachers esp...
Chapter
This chapter is focused on understanding the particular needs of supporting PSTs and ECTs as a contemporary wicked problem, which helps to suggest new insights into the design, implementation, and analysis of communities to provide such support. The chapter touches on a number of key issues in teacher education research, including high attrition ra...
Chapter
This chapter provides a methodological foundation for analysing the learning networks of PSTs and ECTs. It describes the motivations for adopting a design-based research (DBR) methodology, on the basis that such an approach encourages participation and enables iterative design and epistemological fluidity during the course of the research, as well...
Chapter
Because activity in virtual communities is mediated by information and communications technologies (ICTs), it is important to understand how the operation of virtual communities, including communication, interaction, collaboration, and other social processes, differs from similar processes in non-mediated, face-to-face communities. This chapter exa...
Chapter
This chapter describes a research project that applies relevant theory to develop a cross-institutional community of teachers in Australia. It analyses the full life-cycle of a learning network, through its theoretical development, the involvement of participants, design, redesign, implementation, evaluation, and continuing design. The chapter is p...
Chapter
This chapter brings together a set of pragmatic principles for the design of teacher learning networks and their evaluation. It focuses on transferable findings and is directed at teacher education practitioners. It describes firstly the design principles that have been discussed within the literature. Next it presents a framework made up of the fo...
Chapter
This chapter considers some of the different types of PST and ECT communities currently existing in both physical and virtual spaces. The chapter identifies the divergent features of these communities and analyses members’ and other stakeholders’ claims about these communities’ relevance, sustainability, utility, and transformative capacity. From t...
Article
How can we improve support for teachers as they negotiate the pathways into the profession? This books highlights how strong networks of connections with other teachers and with resources have been shown to make a big difference. Online learning networks are one way to help pre-service and early career teachers to foster these connections and the g...
Chapter
Pese a que la importancia de la reflexión en la práctica educativa es ampliamente conocida, poco se ha investigado sobre cómo los procesos de reflexión entre profesionales les permiten comprender su práctica cotidiana. Este estudio investiga la idea de la actividad reflexiva como un proceso conjunto y mediado por la construcción y uso de representa...
Conference Paper
The aim of this research is to outline some key issues about teacher’s joint reflection process. The study objectives are (1) to describe and understand the joint reflection process between teachers about the situation of their practice, (2) to characterize and describe how teachers construct and use representations about situations during join ref...
Research
Full-text available
Interview to generate teachers’ narratives on emotion and resilience
Research
Full-text available
This document is a protocol of semiotic analysis to be conducted on teachers’ narratives generated by means of interviews. These narratives are focused on teachers’ emotion and teachers’ processes of resilience. The protocol is based upon Greimas’ Semiotic Theory, and it adapts, develops and operationalizes the procedures of semiotic analysis used...
Conference Paper
Full-text available
This paper contributes a number of design principles for developing large-scale online communities of pre-service and early career teachers (PS&ECTs). It presents the paradigms of connected learning, networked learning and communities of practice and contrasts them. It describes the potential for online communities to meet the needs of PS&ECTs and...
Article
Full-text available
This paper explores the possibility that virtual communities of teachers with large numbers of members (referred to as massive communities of teachers) can offer support to novice teachers by means of collaborative reflection. The paper examines and conceptualises some problems found in professional massive communities and proposes that massificati...
Article
Full-text available
The notion of reflection nowadays is considered crucial in the field of teaching and teacher education. However, although the great majority of approaches to reflection are grounded on the same main theoretical sources, the meaning of this notion is unanimously recognized in the field to be ambiguous. This article aims to look for clarity about wha...
Article
Full-text available
The aim of this paper is to study the assistance offered by the university tutors to joint reflection of practice situations of the student teachers and to identify their changes in their capacity to understand the situations of teaching practice. With a qualitative case analysis methodology, two groups of practicum, with 13 and 14 students and the...
Article
Full-text available
This paper proposes a way of conceptualizing the role of representation in emotion causation from the perspective of Vygotskian cultural psychology. It is argued that emotion is caused by the agency of the object within activity, but this agency is mediated by representations. It is argued that the kind of representation which mainly mediates emoti...
Conference Paper
Full-text available
Diversas investigaciones han puesto en relieve la importancia de los procesos de reflexión como una forma de aprendizaje y desarrollo profesional en la carrera docente. Lo cual, junto con originar una gran variedad de perspectivas teóricas al respecto, ha suscitado la necesidad de clarificar y profundizar diversos aspectos de la práctica reflexiva....
Article
This paper studies the functioning of collaborative reflection in a case-based reflection setting integrated in the teacher education Practicum. We carried out two case studies in which reflection was conducted collaboratively by 15 student teachers and one tutor. In each reflection process, we investigate the phases and the sequence of collaborati...
Article
In this paper we propose a Cultural Psychology approach to teacher knowledge which assumes that: 1) mental representations are directly observable, and 2) the relationship between different kinds of representations is co-mediational. The paper sets out such an approach, providing arguments to support these two alternative premises; outlining a meth...
Article
Este trabajo estudia algunas características de la colaboración entre los participantes en tareas de elaboración de un texto en entornos virtuales de comunicación asíncrona escrita, y su relación con el nivel cognitivo y de uso de los contenidos de aprendizaje. El estudio se centra en el análisis de la Presencia Docente y la Presencia Cognitiva y d...
Article
Connectivism, which has been argued to be a new learning theory, has emerged in the field of online learning during the last decade. On the World Wide Web at least, connectivism promises to establish learning spaces similar to those that Ivan Illich imagined in ‘Deschooling Society’, through so-called massive online open courses (MOOCs). In this pa...
Article
Full-text available
It has usually been argued that the pattern of interaction commonly known as triadic dialogue is not adequate for the purposes of learning or, especially, for transfer of responsibility. However, this pattern has been pervasively found in educational data that, at the same time, clearly show transfer of responsibility. The aim of this paper is to e...
Article
This exploratory research has the objective of studying a university teaching team as a community that offers a set of non-formalized opportunities for learning. The study has been carried out using a phenomenographic approach with semistructured interviews with 40% of members of a university teaching team with varying experiences, contractual situ...
Article
Online education, with its genuine characteristics, has changed the way students experience learning processes. This fact led research to study the aspects of online learning settings that influence the way students experience their learning, and several aspects were identified from this effort. However, usually each study focuses on only one or a...
Article
This exploratory research has the objective of studying a university teaching team as a community that offers a set of non-formalized opportunities for learning. The study has been carried out using a phenomenographic approach with semi-structured interviews with 40% of members of a university teaching team with varying experiences, contractual sit...
Article
Full-text available
The importance of the specific environment for understanding the microgenesis of psychological processes is well documented. It can be argued, however, that the theoretical framework of cultural psychology which is usually referred to as cultural-historical activity theory (CHAT) underconceptualizes this aspect, thereby hampering its ability to pro...
Article
Full-text available
In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). We argue that this conception of learning is inadequate and problematic, and we propose that cultural psychology is best suited to address the explanator...
Chapter
En este texto pretendemos dar cuenta de los resultados de un estudio desarrollado para valorar la eficacia de las tareas de escritura colaborativa para aprender. Para ello se elaboró un diseño cuasi-experimental con la participación de grupos clase que utilizan una propuesta docente innovadora en escritura colaborativa y de grupos clase que no la u...
Article
Temporal flexibility in learning is one of the main promises and advantages of online learning, as well as one of its most important characteristics. This advantage has been widely exploited by institutions, which offer several degrees online or constitute themselves fully online. Although it is clear that online university courses are able to be m...
Article
This study addresses some characteristics of collaborative writing by an asynchronous written communication environment, and their relationship with the cognitive level and the use of contents in the discussion. The paper focuses on the analysis of Teaching Presence and Cognitive Presence and their mutual relationships. The analysis of Teaching Pre...
Article
Full-text available
Time has been argued by several influential approaches as essential for understanding learning and teaching processes. In e-learning, however, the traditional time limits of such processes are modified, which implies challenges and possibilities for e-learning research. This paper is aimed at understanding how time is included in empirical e-learni...
Article
Full-text available
Introduction: The incorporation of ICT in teaching process has changed the conditions in which students learn when collaboratively writing a text. In consequence, in this process, the way in which teachers can offer support has also changed. For this reason, in this paper we would like to explore the characteristics and the forms of this kind of in...
Article
Desde la irrupción de las Tecnologías de la Información y de la Comunicación (TIC), el uso de tareas de escritura colaborativa mediante comunicación asíncrona escrita se ha incrementado en todos los niveles educativos, y especialmente en la educación superior. Las condiciones operacionales de este tipo de colaboración sugieren la existencia de form...
Article
Full-text available
Introducción. La incorporación de las TIC a la docencia ha modificado las condiciones en que los alumnos que colaboran en la elaboración de un texto logran aprender. En consecuencia, también se han transformado las opciones de los profesores para prestar ayuda educativa en este proceso. Por todo ello, en este escrito queremos explorar las caracterí...
Article
Full-text available
La conceptualización tradicional de las relaciones entre conocimiento teórico y práctica educativa no puede responder a las incongruencias reiteradamente identificadas entre uno y otra. En este artículo se postula que una reconceptualización de estas relaciones desde una epistemología constructivista abre prometedores caminos para el avance, e impl...
Article
In this paper we discuss, from our own hypothesis of practical artefacts, some of the contributions, proposals and critiques made by Castello (2010), Coll (2010), Cubero (2010), Perez-Gomez (2010), Pozo et al. (2010), and Sanchez & Mena (2010) regarding the generic construct of practical knowledge, and regarding the relationships between practical...
Article
Full-text available
The research field of Computer-Supported Collaborative Learning (CSCL) includes a large variety of approaches which present significant theoretical and methodological differences. This diversity complicates the articulation of the knowledge that is produced within this investigative framework. The paper addresses this problem from a dialectic view....
Article
Full-text available
En el presente artículo se discuten, desde nuestra propia hipótesis de los artefactos prácticos, algunas de las aportaciones, propuestas y críticas planteadas en los artículos de Castello (2010), Coll (2010), Cubero (2010), Pérez-Gómez (2010), Pozo et al. (2010) y Sánchez y Mena (2010) respecto al constructo genérico de conocimiento práctico, y res...
Article
Full-text available
One of the most important challenges for teacher training and for teachers' professional development is to achieve a clearer understanding of the relationship between teachers' knowledge and their practices. Traditionally, this relationship has been conceptualized from a positivist epistemology, by means of what has been called "technical rationali...

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Projects

Projects (4)
Project
Este proyecto aborda el problema de la vinculación entre universidad y escuela en la formación de maestros, especialmente en el practicum, y el problema derivado de la falta de integración en la formación del profesorado de los conocimientos propios de la universidad y de los conocimientos propios de la escuela. Para abordar esta problemática, y partiendo de la premisa ampliamente documentada en la literatura sobre formación del profesorado, que los procesos de reflexión sobre la práctica son los dispositivos principales para facilitar la integración de los diferentes conocimientos , el proyecto propone la integración sistemática de diferentes espacios de reflexión conjunta durante las diferentes asignaturas de Practicum del grado de maestro de Educación primaria en la Universidad de Barcelona. Entre los diferentes espacios que se proponen introducir, uno es un espacio compartido de reflexión entre maestros, profesores de la universidad y estudiantes, Este espacio se articula con otros espacios de reflexión conjunta entre estudiantes y maestros, por una parte, y entre estudiantes y tutores de la universidad por otra parte. El funcionamiento de los diferentes espacios de reflexión conjunta y su articulación se analizará mediante una investigación basada en entrevistas, focus grup, cuestionarios. registros video, field-notes y pruebas para responder a las preguntas sobre el funcionamiento, las dinámicas que se producen en los diferentes espacios, sobre el impacto de los diferentes espacios en los contextos implicados de la universidad y la escuela, especialmente en relación a la vinculación entre ambos contextos, y sobre la sostenibilida de la innovación