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List of research groups

LGTBIQ+ Education and Diversity Research Group - EDi

For decades, universities have progressively incorporated teaching and research structures related to affective-sexual diversity and gender identity. This trend soon spread beyond the English-speaking world to other cultural environments such as Europe and Latin America. The group Education and LGTBIQ+ Diversity (EDi) aims to fill a gap in terms of structures of this type at the UV, specifically in the educational field, and, on the other hand, is created with the intention of being an interdisciplinary research area for several people who have in common the concern for the educational world and the urgency of working (from research and practice) for a fairer and freer school, in which the diversity present in societies is reflected and valued.

The members of the group belong to different areas of knowledge linked to education. From general didactics and specific didactics, they participate in the training task in the degrees of Early Childhood Education and Primary Education of the UV and other universities in the state, in the Postgraduate Course in Reading and Literary Education in the 21st Century (UV), the Master’s Degree in Teacher Training (UV), the Master’s Degree in Research in Specific Didactics (UV), and the Master’s Degree in Psychology of Education and Human Development in Multicultural Contexts (UV-UASD), the latter taught in Peru and the Dominican Republic. The members of the group also supervise Degree Final Projects, Master’s Degree Final Projects and Doctoral Theses within the framework of the aforementioned studies.

Research Group on Body, movement, music and curricular practices - COS

The research group "Body, movement, music and curricular practices" is an interdisciplinary group that aims to understand the factors that impact the process of construction of identity and personal autonomy of children with special attention to movement and music in the Early Childhood Education curriculum.

In general, it carries out research and dissemination activities on curricular practices on the body, movement and music in schools that teach the first and second cycle of Early Childhood Education. In particular, it carries out its research activity under five lines of research in which the need to analyse the curricular practices that condition the knowledge of the body and its possibilities of action through the use of strategies and instruments such as the use of content analysis, critical discourse analysis, the use of observational systems of registration, among others, is highlighted.

At the same time, it participates in research and educational innovation projects that seek to transfer the knowledge built in the research both in teacher training and with practising teachers.

The members of the group participate in the Master's or Master's degrees in Preschool Education and Primary School Education, as well as in the Master's and Doctoral programmes in Research in Specific Didactics.

Research Group on Didactic Knowledge of School Content: Foundations of Analysis and Didactic Action by Teachers - CDC

The group's research activity focuses on the training of teachers in different school content areas: experimental sciences, mathematics, language and foreign language, literature, physical education, music education, etc. This involves, at different points in time, systematic evaluation of the disciplinary knowledge of future teachers, the development of their learning and teaching strategies, their epistemic knowledge, their teaching thinking and, of course, their specific didactic knowledge. All of this should lead to an assessment and improvement of the current teacher education model in order to update it and make it more effective.

Research associated with the understanding and development of skills and habits in primary and secondary students should complement the above, as this knowledge constitutes the necessary basis for adapting teacher education to the needs of students, and for turning teacher education into valid, reliable and transferable academic knowledge, overcoming tradition-based models.

Research Group on Education in Reading, Literature, Linguistics, Culture and Society - ELCIS

The Elcis research group has carried out research into reading, literary, media and linguistic training in multicultural and multilingual contexts at different educational levels in both L1 and L2 and foreign languages. It began when we were awarded the research project "Globalisation, exclusion and multiculturalism in Children's and Young Adult Literature" (UV-AE-20060713) in 2006.

Since then and until now we have been working on different research, cooperation and innovation projects. A determining factor for the consolidation and expansion not only of research lines, but also of members and collaborators was the award of the R+D+I project "Literary Education and Interculturality" of the Ministry of Science and Innovation (EDU 2008-01782/EDUC), National Programme for Fundamental Research in the framework of the 6th National Plan for Scientific Research.

We have taken part in other projects such as "Diversity and (in)equality in contemporary Spanish literature for children and young people" (UV-IMV-PRECOMP-13-115502), "Literary images of diversity: citizenship and identity through reading and literary education" (GV 2015-050). Or the centre innovation projects "Innovation, Research and Quality in Higher Education: Projects and Proposals in teaching research in the Complementary Activities Weeks" in different editions or "Work on the impact of the use of interactive whiteboards in the higher education of teachers of Infant, Primary and Secondary Education". As well as "Comparative study of DLL subjects in the new degrees of Early Childhood Education" project awarded by the University of Seville. Projects for Teaching Research (038-A6-2010) with researchers from the universities of Seville, Jaén, Granada, Valencia, Barcelona, A Coruña; the project DETERMINING FACTORS IN THE READING HABITS OF SECONDARY EDUCATION STUDENTS (PR2017-040) granted by the University of Cadiz. Or the cooperation project "Preparation of teacher training agents and institutional teams to enable innovation and improvement in research and teacher training in intercultural bilingual education in the Andean and Caribbean areas" of the Spanish Agency for International Cooperation (D/030992/10); "Linguistic competences and cultural identity of students of immigrant origin - integration variables in immigration contexts" (APE/2015/004).

We have also been part of the project "MEDIATIC COMPETENCIES OF THE CITIZENSHIP IN EMERGING DIGITAL MEDIA (SMARTPHONES AND TABLETS): INNOVATIVE PRACTICES AND EDUCOMUNICATIVE STRATEGIES IN MULTIPLE CONTEXTS of the Ministry of Economy and Competitiveness. National Programme for R&D Projects (EDU2015-64015-C3-1-R) with 40 researchers from 11 Spanish universities and 8 Latin American and European countries or the project "YOUTUBERS AND INSTAGRAMMERS: MEDIATIC COMPETITION IN EMERGING PROSUMERS" of the STATE RESEARCH AGENCY - 2018 Calls for Knowledge Generation R&D Projects and R&D Projects and RESEARCH CHALLENGES.

The Elcis group has also organised all kinds of scientific meetings related to our research: among others, the 3rd International Conference on Catalan Literature for Children and Young Adults (2006); and the International Conference on Literary Education and Society. The teaching of literature to young adults (2007); Interdisciplinary Conference on Women's Studies (2009); : 3rd Conference on Teaching Innovation in Higher Education (2014); 1st and 2nd International Conference Teaching Literature in English for Young Learners (2012) and (2015); 15th International Conference of the Spanish Society of Language and Literature Didactics (2014); Conference on Research, Innovation and Best Practices in Early Childhood Education (2014), (2015), (2016), (2017) and ((2018) or the Conference on Reading, Literary and Linguistic Education. They are currently part of the network of excellence of the project EXCELLENCE NETWORK IN MEDIATIC EDUCATION of the Ministry of Economy, Programme of Dynamisation Actions Networks of Excellence R+D (Action 2016) (EDU2016-81772-REDT) participating entities: 10 R+D IPs 10 Spanish universities.

Research Group on Education, Knowledge and Emancipation - GREDUC

We are a multidisciplinary study and research group in the field of education at the Universitat de València. Although we carry out research on different topics, we have in common a critical and post-critical epistemological view of education. Taking these elements as a starting point, we have been moving towards a commitment to a different way of understanding research, clearly linked to social transformation. Cooperation, the exchange of scripts and proposals and the dialogic circle are the strategies that accompany us.

Our lines of research are directed towards the initial and ongoing training of educators in various socio-educational contexts. Narrative research, experience and the educational relationship are our tools for advancing research in the fields of education, knowledge and emancipation.

Academic production should free itself from an unhealthy individualistic tradition, therefore, we are committed to the creation of spaces in which to enable curating, reflection and collective creation. In this sense, the group reflects a diversity of situations and stages in research. Some of the members of the group have already defended their theses and others are in the process of writing them.

The coordination of the group is based, in particular, on defining the problems and difficulties in educational research.

Research Group on Educational Policies, Interculturality and Society - POLISOC

The Research Group on Educational Policies, Interculturality and Society (POLISOC) is attached to the Department of Comparative Education and History of Education of the Universitat de València-Estudi General and is closely connected to the Unit for Research in Educational Policy (UNIPE). It was created with the triple objective of, on the one hand, sharing ideas and joining forces to create a space for reflection on educational policy issues; on the other hand, to create a meeting place where different professionals concerned with its study can come together; in this sense, it is constituted as a space and open space for work and reflection on crucial issues of education in our time with the aim of making visible and recovering a space of its own for the Politics of Education. It therefore aims to reclaim political deliberation.

Research is, finally, another fundamental objective of POLISOC, which commits it to the development and consolidation of interdisciplinary research groups in the contents and competences of Education Policy. The research group is currently made up of lecturers and researchers from different departments of the Universitat de València and from Italian and Portuguese universities. Its composition will vary depending on the research projects in progress, and may include staff hired for projects and research, as well as teaching staff from other national and foreign universities.

POLISOC's research activity is reflected in the participation of its members in nationally and internationally competitive research projects, either as researchers or as principal investigators. Among the R&D projects in which POLISOC members have participated are "Decentralisation and social participation as indicators of quality in the project, management and evaluation in schools and the education system" (GV-3200/95), "Training of democratic citizens. Education as a builder of identity and civic competence" (CTIDIB/2002/307), "Education and socialisation in values" (GV04B-174). They teach in the subjects of educational policy in the undergraduate and official master's degrees "Policy, management and direction of educational organisations", "Secondary education teaching staff", "Educational social action", "Psychopedagogy", of the UV, "Social change and educational professions" (UMA), as well as in the PhD programme in Education of the UV. Some of its members have carried out predoctoral, postdoctoral, research and Erasmus PDI stays in prestigious foreign universities (University of California Davis (USA), University of Exeter (UK), Universities of Salento and Verona (Italy), University of Örebro (Sweden), Federal University of Alagoas (Brazil), El Colegio de México, IISUE of the UNAM (Mexico), CEDIGSO of the Autonomous University of the State of Hidalgo (Mexico), Complutense University of Madrid, UNAM (Mexico), Universidad Complutense de Madrid, UNED, Universidad de Loja (Ecuador), Universidad Federal de Alagoas (Brazil), Universidad Federal Fluminense (Brazil), Universidad Simón Bolivar (Colombia), Universidad de Norte (Colombia), Centro de Estudios Mundiales (Sorbonne Université, Paris), Université du Franche-Comté (France), Örebro University (Sweden), Universidad Agraria de La Habana, Universidad de Peruglia (Italy) and Universidad de Almería (Spain). It has organised or is preparing the following national and international seminars: National Seminar on Education Policy: teaching and research; International Seminar on Quality policies in the initial training of secondary school teachers and I and II Conference on Absenteeism in the Valencian Community. Likewise, members of the group have led and participated in Teaching Innovation Projects, and supervised pre-doctoral and post-doctoral stays. Another of its activities has consisted in carrying out reports, audits and advice to public and private entities. Some of the members of the POLISOC team also lead projects such as Refuteach: Applied Linguistics for the Inclusion of Refugees (UPM/University of Kent), and are also members of the following projects: EELISA: Opportunities for everyone (UPM/EU); Emancipatory practices and transformative decolonising methodologies (FLACSO); Grup d'Estudis Transversals (UA).

Some of the POLISOC group collaborators participate as members in the activities of the Grup de Recerca sobre Intervencions Socioeducatives en la Infància i la Joventut (GRISIJ, which stands for Research Group on Socio-educational Interventions for Children and Youth), of the University of Barcelona, having participated in the European Project PAGE (Parental Guidance and Education 2016-2018). Also noteworthy, and since the year of constitution of the group in 2017, is the participation of members of POLISOC in the research project: "Analysing the situation of students and the education system in compulsory education in the city of Valencia and its historical evolution, as well as the training of students in this area", a project drafted with the aim of developing the "School Map of the city of Valencia", and emerged at the initiative of the Department of Education of the City Council of Valencia, an initiative formalised through an agreement between the City Council of Valencia and the Universitat de València. The research team that has worked on the different reports of this project, disseminated in 2018 and in May and December 2019, was made up of fourteen professors of the Universitat de València from the faculties of Geography and History, Teacher Training, Philosophy and Education Sciences, Economics and Business Studies, and Social Sciences.

Among the projects currently underway or recently completed, the participation of POLISOC collaborators in the projects stands out:

  • "European Non-Territorial Autonomy Network. Reference: CA18114. Funding Entity: European Cooperation in Science and Technology. Call: 2018. Responsible researcher: Ivan Dodovski. Affiliation: University American College Skopje, North Macedonia Duration: 28/02/2019 - 27/02/2023. Amount: 300.000 €.
  • "The Spanish poetic engagement of the 20th century in the current academic canon (1975-2018). Referencia: PGC2018-093641-B-100. Funding entity: Ministry of Science, Innovation and Universities. Call: 2018. Researcher in charge: Miguel Ángel García. Affiliation entity: University of Granada, Spain. Duración: 01/01/2019-31/12/2021. Amount: €24,200.
  • "Reading and literary education: Antonio Machado, Juan Ramón Jiménez and Federico García Lorca in Spanish and Latin American school culture. A historical and pedagogical study". Reference: RTI2018-098692-B-100. Funding Entity: Ministry of Science, Innovation and Universities. Researcher in charge: Juan Carlos González Faraco. Affiliation entity: University of Huelva, Spain. Duration: 01/01/2019-31/12/2021. Amount: 28.600 €.
  • PID2020-114249GB-I00, "El giro copernicano en la política de educación y ciencia en el desarrollismo franquista: de la subsidiariedad a la intervención estatal", funded by the Ministry of Education, Science and Innovation. Researcher Antonio Canales UCM, Duration 01/01/2021-31/12/2024. Amount: 31.800 €.
  • GV/2021/126, "Implentación del enfoque educativo STEM en el desarrollo de competencias (EDUSTEM)", funded by the Dirección General de Ciencia e Investigación de la Conselleria de Innovación, Universidades, Ciencia y Sociedad Digital de la Generalitat Valenciana. Researcher in charge: Laura Monsalve Lorente. Duration: 01/01/2021- 31/12/2022. Amount: €20,000.

Among the recently completed projects, in addition to those already mentioned: "A Global Youth in the Making: the 200,000 Residents of the Cité internationale universitaire in 20th-Century Paris" Reference: ANR-17-CE28-0005. Funding Agency: Agence nationale de la recherche, France. Researcher in charge: Guillaume Tronchet. Affiliation: École Normale Supérieurey Institut d'Histoire Moderne et Contemporaine, France. Duración: 01/09/2017-31/12/2020. Also noteworthy is the approval in 2020, by the Equality Unit of the Universitat de València, of the project assigned to another researcher of the POLISOC group: Personal stories of civil and feminist commitment for social change, within the framework of the Programme of Grants for the organisation of activities to promote equality between women and men of the Universitat de València. The POLISOC group has also been the starting point for the ABSENTIS sub-group, which is part of it. The ABSENTIS/POLISOC group, which focuses on the study of the dimensions, causes and consequences of truancy, has been carrying out research, collaboration and knowledge transfer tasks in this field, collaborating with various entities specialised in the prevention of truancy. Thus, as part of the research project "Truancy in the Valencian Community" (UV-INV-AE18-784553), financed by the Universitat de València, and "Truancy and the right to education in the Valencian Community, (GV/20019/136)", various publications, conferences, seminars and training courses have been supported in collaboration with various public and private entities. In relation to this last subject, the 2nd Conference on truancy: a community challenge was organised and held in November 2021, with the participation of different educational centres, local and regional administrations, and members of the research group from the Universitat de València and other universities.

In addition, many other seminars and conferences have been held to disseminate the results of research carried out by POLISOC members, or by members of other research teams with which POLISOC maintains collaborative links, including the most recent ones:

  • "Lecture-seminar "School segregation, a human rights and social justice issue", by Javier Murillo, professor at the Universidad Autónoma de Madrid and Director of the UNESCO Chair in Education for Social Justice at the Universidad Autónoma de Madrid (UAM), held in November 2021, in person and online.
  • "Lecture-seminar "Neoliberalism and the Spanish public university", by Alexandra Carrasco, in September 2021, offline and online.
  • "Conference: "Right to education and cultural identity", given on 20 May 2021, by the Professor of Theory and History of Education at the Universitat de València and director of the POLISOC group, Juan Manuel Fernández Soria. URL: https://youtu.be/R27Vz9YnTzg
  • "Teaching innovation project: Visibilising voices and cultures in higher education. Politics and education", presented by the researcher Sandra García de Fez, on 28 May 2021. URL: https://youtu.be/jJ9m_Bp1oXo
  • "Seminar: School absenteeism and social exclusion. A violation of the right to education", held on 18 December 2020, with the participation of: Mónica Añón Roig, technical advisor for Equality and Coexistence of the Regional Ministry of Education, Culture and Sport, José Ignacio Cruz Orozco (UV), and Sandra García de Fez (UV). URL: https://youtu.be/pm4adyRVRxA
  • "Conference-seminar: "From our feet on the ground so as not to remain on our knees. Considerations on the education pact", held on 11 December 2020, with the intervention of Professor Antonio Canales Serrano (Complutense University). URL: https://youtu.be/YTiwSV3OnQ8
  • "The single school district: A segregative education policy in itself?", presented by the researcher Sandra García de Fez, in December 2020. URL: https://youtu.be/Sw-EsLMe5Kw
  • "Web seminar: "What does the General Education Act of 1970 tell us?", by Professor Diego Sevilla Merino, Professor of Educational Policy and Legislation at the University of Granada, held on 20 November 2020. URL: https://www.youtube.com/watch?v=2nxZCoajw-0
  • "Round table: Women and interculturality. Personal stories of civil and feminist commitment for social change, held on 11 March 2020, and organised by professors Sandra García de Fez and Donatella Donato, with the participation of different social entities.
  • "Conference-seminar: "Cultural identity, citizenship and education" by Virginia Guichot, professor at the University of Seville, held on 15 November 2019.
  • "Conference: "Migrant minors and the right to education", held on 12 December 2018, with the intervention of Professor Jorge Cardona Llorens Professor of International Public Law at the Universitat de València.
  • "Seminar: "The governance of higher education in the Spanish context, Reflections on the influence of the European Union on the configuration of the Spanish university system", held on 12 January 2017, with Alexandra Carrasco, trainee researcher, as speaker.

Finally, it is worth mentioning the participation of the director of POLISOC, Professor Juan Manuel Fernández Soria, as a guest speaker at the International Colloquium: "Politiques éducatives et projets de société, discours et pratiques, 19e-21e siècles", held in June 2021 at the University of Orlèans, with the theme: "El discurso modernizador en la política educativa española del siglo XX" (The modernising discourse in 20th century Spanish educational policy).

Publications 2021

  1. Doctoral theses
    1. Neoliberal policies as processes of privatisation and commercialisation of the public university in Spain. The role of the European Union and the Spanish case in the European context. Doctoral thesis by Alexandra Carrasco, FPU of the Department of Comparative Education and History of Education. Director: Juan Manuel Fernández Soria. Doctoral Programme in Education RD 99/2011, research line "Historical, political and comparative studies of education".
  2. Books and book chapters
    1. Cinema as a pedagogical resource in Compulsory Secondary Education classrooms. Mª José Ruiz Romero and Laura Monsalve Lorente. In: Nuevas coordenadas para la formación y el aprendizaje, 2021, pp. 241-250. https://dialnet.unirioja.es/servlet/articulo?codigo=7953959
    2. Neoliberal logics and social education: a critical look at socio-educational intervention. Vicent Horcas López and Elena Giménez Urraco. In: Nuevas coordenadas para la formación y el aprendizaje / coord. by Pilar Sanz-Cervera, María Dolores Soto González, Juan García Rubio, 2021, ISBN 9788418627088, pp. 111-120.
    3. Neoliberal logics and social education: a critical look at socio-educational intervention. Vicent Horcas López and Elena Giménez Urraco. In: Nuevas coordenadas para la formación y el aprendizaje / coord. by Pilar Sanz-Cervera, María Dolores Soto González, Juan García Rubio, 2021, ISBN 9788418627088, pp. 111-120.
    4. The College of Spain in Paris: a Franco-Spanish cultural crossroads. Mora-Luna, Antonia M.(coord.), Granada, Comares, 2021 (in press).
    5. "La production littéraire au service de la nation. Notes/remarques pour le professeur de littérature espagnole", Mora-Luna, Antonia María. In: Guido Furci and Cyril Verlingue (eds.), Je est un autre Nous. Enonciations collectives et stratégies de résistance, Paris, Honoré Champion, 2021 (in press).
  3. Articles in specialist journals
    1. Career, work and pedagogical culture of Antonio Ballesteros Usano. José Ignacio Cruz Orozco. Perfiles educativos, vol. XLIII, núm. 173, 2021 doi.org/10.22201/iisue.24486167e.2021.173.59755 2
    2. Facing silent disentailment: Strategies of Spanish Catholic education, José Ignacio Cruz Orozco. Education XX1: Journal of the Faculty of Education, 2021.
    3. The modalities of teaching in the new normality for the academic year 2020-21 in Spanish public universities, Cristina Pulido Montes, and Santiago Mengual-Andrés. IJERI: International journal of Educational Research and Innovation, 2021.
    4. Privatising trends in the European higher education funding model: European Union proposals and analysis of affordable access, Alexandra Carrasco González. Spanish Journal of Comparative Education, 2021.
    5. Introduction: 50 years after the General Education Law of 1970, Juan Manuel Fernández Soria, and Diego Sevilla Merino. Historia y Memoria de la Educación 2021. 
    6. The General Education Law of 1970, a law for the modernisation of Spain?, Juan Manuel Fernández Soria, and Diego Sevilla Merino. Historia y Memoria de la Educación 2021.
    7. Validating the Gratifications Associated with the Use of the Smartphone and the Internet by 
    8. University Students in Chile, Ecuador and Spain, R. Tirado-Morueta, A. García-Umaña, and S. Mengual-Andrés. Journal of Intercultural Communication Research 2021. doi: 10.1080/17475759.2021.1898449
    9. Opportunities and Hazards of the Internet for Students with Intellectual Disabilities: The Views of Pre-Service and In-Service Teachers, E. Chiner, M. Gómez-Puerta, and S. Mengual-Andrés. International Journal of Disability, Development and Education 2021. doi: 10.1080/1034912X.2019.1696950
    10. Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments. Esteban Vázquez-Cano, Santiago Mengual-Andrés, and Eloy López-Meneses.
    11. International Journal of Educational Technology in Higher Education 2021. doi: 10.1186/s41239-02100269-8
    12. Prevalence of sexting in young university adults: motivation and risk perception, Laura Monsalve Lorente and Enrique García Tort. Psychology, Sociology & Education 2021.
    13. The online classroom as a séance: Challenges and strategies in the face of pandemic pedagogies. Dulcinea Tomás Cámara. Atenas. Scientific-pedagogical journal, 4 (56).
    14. Undisciplined disciplines? Exercises in epistemic diversity for an inverse matrix pedagogy. Dulcinea Tomás Cámara. Trenzar. Revista de Educación Popular, Pedagogía Crítica e Investigación Militante, 6 (3), pp. 96-114.
    15. Education and literature in late Francoism and the Spanish democratic transition (II). Contenidos programáticos y experiencias editoriales (1982-1990)" Mora-Luna, Antonia María, History of Education & Children's Literature (2021) (in press).

Publications 2020

  1. Doctoral theses
    1. Discourses and non-explicit interests in Spanish educational reforms: the Organic Law on Education and the Organic Law for the Improvement of Educational Quality. Doctoral thesis by María Torres Pellicer, Faculty of Philosophy and Educational Sciences Director: Juan Manuel Fernández Soria.
  2. Books and book chapters
    1. School absenteeism and social exclusion, a violation of the right to education. 
    2. José Ignacio Cruz Orozco and Sandra García de Fez (Editors). Editorial Tirant Humanidades. 
    3. From apprentices to university students: The configuration of the teaching profession, Juan Manuel Fernández Soria. In: Investigación educativa y cambio social 2020.
    4. Language and technology: A collaborative platform for the teaching-learning of varieties of Spanish. Rocío Díaz Bravo, Silvia Acid Carrillo, and Juan Manuel Fernández Soria. In: Educational Research and Innovation: Trends and Challenges 2020.
    5. Educational policies for the integration of ICT in Spain and the Valencian Community. Laura Monsalve Lorente, Enrique García Tort, Miriam Elisabeth Aguasanta Regalado. In: Estrategias didácticas digitales. Encounters between research and practice. https://dialnet.unirioja.es/servlet/articulo?codigo=7881751
    6. European Union strategies and gender equality initiatives in STEM. Laura Monsalve Lorente and Juan García Rubio. In: Pedagogy and cultural changes in the 21st century. https://dialnet.unirioja.es/servlet/articulo?codigo=7226965
    7. Towards an inclusive and democratic education in the context of secondary education in Italy Mª Teresa di Piazza, Isabel María Gallardo Fernández, Laura Monsalve Lorente. In: Claves para la innovación pedagógica ante los nuevos retos https://dialnet.unirioja.es/servlet/articulo?codigo=7758039
    8. Covidosofía. Philosophical reflections for the post-pandemic world. Dulcinea Tomás Cámara (Comp.) Barcelona: Paidós.
    9. Critical Thinking Lab: Maieutics for Millenials. Dulcinea Tomás Cámara. In E.J. Díez Gutiérrez and J.R. Rodríguez Fernández (Eds.), Educación para el Bien Común Hacia una práctica crítica, inclusiva y comprometida socialmente, pp. 242-251. Barcelona: Editorial Octaedro.
    10. Absenteeism at school and municipal intervention: an analysis of the Valencian Community. José Ignacio Cruz Orozco and Vicent Horcas López. In: Absentemo escolar y exclusión social: una vulneración del derecho a la educación / José Ignacio Cruz Orozco (ed. lit.) and Sandra García de Fez (ed. lit.), 2020, ISBN 9788418155857, pp. 55-78.
    11. " 20th century poetry and commitment in the Spanish school culture of the transition". Mora-Luna, Antonia María. In: Miguel Ángel García (ed.), El compromiso en la poesía española del siglo XX y el canon académico actual, Granada, Editorial Comares, 2020, pp. 275-306. ISBN: 978-84-1369-026-1
    12. Cruz Orozco, José Ignacio (2020), Pending revolution and socialisation of youth. The political utopia of the Spanish Falange in Bares, Juan de and Oncina, Faistino (coords.) Utopías y ucronías. Una aproximación histórico-conceptual, Barcelona, Edicions Bellaterra, pp. 229-250 Year:) ISBN: 978-84-7290-947-2.
    13. Monsalve Lorente, Laura (2020), Towards an inclusive and democratic education in the context of secondary education in Italy. In: Claves para la innovación pedagógica ante los nuevos retos: respuestas en la vanguardia de la práctica educativa / coord.. by Eloy López Meneses, David Cobos Sanchiz, Laura Molina García, Alicia Jaén Martínez, Antonio Hilario Martín Padilla, Editorial Octaedro, pp.... 545-553. ISBN 978-84-18348-22-8
    14. Monsalve Lorente, Laura, García Tort, Enrique and Aguasanta Regalado, Miriam Elizabeth(2020). Educational policies for the integration of ICT in Spain and the Valencian Community. In: Estrategias didácticas digitales: Encuentros entre la investigación y la práctica / coord. Diana Marín Suelves and José Peirats Chacón. Editorial Calambur. Pp. 43-62. ISBN 978-84-8359-499-5
  3. Articles in specialist journals
    1. Neoliberal higher education policies as a response to a new state model. Pro-market practices in the public university, Alexandra Carrasco González. Journal of Higher Education 2020.
    2. Structural model of extrinsic factors influencing flipped learning, Santiago MengualAndrés, Jesús López Belmonte, Arturo Fuentes Cabrera, and Santiago Pozo Sánchez. Education XX1: Journal of the Faculty of Education 2020.
    3. School absenteeism in Spain. Datos y reflexiones, José Ignacio Cruz Orozco. Contextos educativos: Revista de educación 2020.
    4. Cultural identity and the right to education, Juan Manuel Fernández Soria. Contextos educativos: Revista de educación 2020.
    5. Computational thinking and coding in primary education: scientific productivity on SCOPUS, Annalisa Piazza, and Santiago Mengual-Andrés. Pixel-Bit: Journal of media and education 2020.
    6. Internet and people with intellectual disability: A bibliometric analysis, S. Mengual-Andrés, E. Chiner, and M. Gómez-Puerta. Sustainability (Switzerland) 2020. doi: 10.3390/su122310051
    7. Computational thinking and coding in primary education: Scientific productivity on SCOPUS, 
    8. A. Piazza, and S. Mengual-Andrés. Pixel-Bit, Journal of Media and Education 2020. doi: 10.12795/pixelbit.79769
    9. Structural model of influential extrinsic factors in flipped learning, S. Mengual-Andrés, J. López Belmonte, A. Fuentes Cabrera, and S. Pozo Sánchez. Educacion XX1 2020. doi: 10.5944/educxx1.23840
    10. New learning ecologies in the curriculum, Laura Monsalve Lorente and Miriam Elizabeth Aguasanta Regalado. RELATEC: Latin American Journal of Educational Technology 2020
    11. Epistemologíx transmodernx: Alternative genealogies of thought in the face of the pandemic. Dulcinea Tomás Cámara. Cuadernos Abiertos de Crítica y Coproducción: Autores colectivos institución y coproducción, 2, pp. 10-23.
    12. The classroom as space of welcome: Exploration of the current challenges of teaching Spanish for refugees. Dulcinea Tomás Cámara. Culture and Education, 32(4), pp. 776-795.

Publications 2019

  1. Books and book chapters
    1. Teaching and learning the promotion of health education in schools. Laura Monsalve Lorente and Engracia Soler Pardo. In: Re-inventing research in health and education for a transcultural society. https://dialnet.unirioja.es/servlet/articulo?codigo=7502710
    2. Emerging technologies and didactic trends in educational scenarios. Arturo Fuentes Cabrera, Eloy López Meneses, Jesús López Belmonte, Santiago Mengual-Andrés (coord.). Editorial Octaedro.
    3. "Miguel Hernández and Portuguese Neo-Realism: childhood in the literature of commitment". Mora-Luna, Antonia María. In: Carina Infante do Carmo and Violante F. Magalhães (coords.), NeoRealismo e Infância, Lisbon, Edições Colibri, 2019, pp. 181-195.ISBN: 978-989-689-839-7.
    4. José Ignacio Cruz Orozco, (2019, While we still don't like Spain, we can't have holidays. An approach to the camps of the Frente de Juventudes in the province of Valencia (1937-1955) in Mayordomo, A. and Paya, A, (eds.), Pedagogía. Thought, politics and practice. Historical readings in contemporary Valencian society, Valencia, Tirant humanidades, pp. 59-75.
    5. Laura Monsalve Lorente and Juan García Rubio. (2019). European Union strategies and gender equality initiatives in STEM, In: Pedagogy and cultural changes in the 21st century: rethinking education / coord. Laura Monsalve Lorente, Isabel Pardo Baldoví and María Isabel Vidal Esteve. Editorial Octaedro. Pp. 147-158 ISBN: 978-84-18083-18-1
  2. Articles in specialist journals
    1. When Franco falls: Educational proposals for Spain from exile (1945), José Ignacio Cruz Orozco, and Sandra García de Fez. History and Memory of Education 9, (2019) pp. 101-138.
    2. The destruction of republican modernity: No (...) reasons for the Spanish pedagogical exile, Juan Manuel Fernández Soria. History and Memory of Education.
    3. The pedagogical exile of 1939, Salomó Marquès Sureda, and José Ignacio Cruz Orozco. History and Memory of Education 2019.
    4. The Great Red Scourge. Arguments for the extension of Secondary Education in Spain (1953-1961), José Ignacio Cruz Orozco. Revista Complutense de Educación, vol.30, nº 4, (2019), pp. 983-996. ISSN: 1130-2496.
    5. José Ignacio Cruz Orozco, (2019), The proposal on education of the Commission for the Study of Spanish Problems (1945), History and Memory of Education, 9, pp. 669-710.
    6. Cruz Orozco, José Ignacio (2019), Two pedagogical models with and in nature: The Explorers of Spain and the Youth Front, Sarmiento. Revista Galego-Portuguesa de Historia da Educación, 22, pp. 37- 50.
    7. Cruz-Orozco, J.I.; Fernández-Soria, J.M. (2019), Conversations with Antonio Viñao. Formative years (1943-1982), Interuniversity Journal of the History of Education, (37) pp. 481-525. 
Research Group on Multimodal Education and Multiliteracy through Literature, Art, Foreign Languages and Learning & Knowledge Technologies - LiTerart

This group brings together researchers from different universities and disciplines who share a common goal: to develop research aimed, firstly, at providing a comprehensive education that contributes to the personal, intercultural and social education of 21st century students and, secondly, at developing their reading, linguistic, critical and creative skills and abilities.

To this end, we combine educational research with didactic innovation to study the pedagogical value of the use and impact of multiliteracies and multimodal resources in the classroom, through the approach of several cross-disciplines related primarily to the humanities, art education, foreign language teaching and new technologies for learning and knowledge (TAC).

The aim of Lit(T)erart is to deepen the contribution of these areas, mainly in teacher training and in the development of curricular proposals that promote the cognitive, conceptual, socio-cultural and aesthetic dimensions, and then focus on the design of an evaluation system based on the creation of rubrics that show the progress of students and the validity of the proposed methodology.

In line with the EHEA guidelines, we propose to build a didactic scaffolding based on the pedagogy of multiliteracies that not only considers language as an exclusive form for the construction of meanings, but also incorporates multimodality as a mode of representation for creating and expressing ideas.

Research Group on Science Education and Science Teacher Training - didacies

The group is made up of a group of researchers in experimental science didactics.

Our main objective is to diagnose problems in the teaching and learning of science and to propose treatments that can contribute to overcoming them, both in formal and informal science education. To this end, we research on teacher training, developing proposals for improvement; on the skills to be acquired by young people and teachers in Education for Sustainability and Health Education; on argumentation and critical thinking in science teaching; in the use of STS science-technology-society relations, CSC socioscientific issues and the history of science in science education; in the use of inquiry-based methodology in science teaching from the early stages of formal education; and in the application of neuroscience to science education.

Research Group on Specific Learning Disorders and Comorbidities - ITEAC

The ITEAC research group, which started in 2009, focuses mainly on the two most frequent neurodevelopmental disorders: Specific Learning Disorders (dyslexia, dysorthography, difficulties in comprehension and written expression, difficulties in calculus and in solving mathematical problems) and Attention Deficit Hyperactivity Disorder (ADHD). Both disorders have a prevalence of around 5-6%, with high persistence in adolescence and adulthood, causing negative consequences in personal, social, academic or occupational functioning (APA, 2014), reasons that justify our interest in their study.

Under these parameters, different lines of research are articulated, dedicated to the study of specific learning disorders throughout life, analysis of the impact of specific disorders and comorbidities on the personal, social, family and occupational levels, as well as the analysis of prevention and intervention programmes for specific learning disorders. In addition, the group is occasionally interested in other topics such as prevention and intervention in violence and bullying, the impact of other neurodevelopmental disorders in the family context, the analysis of affective variables in second language learning and teacher training at different educational stages.

Research Group on Spine Health Education - Spine-EDU

The research group on education for back health has a long history with studies published as early as 1997. The educational aspect of the group was set up in 2011 and was formalised as a group within the Universitat de València in 2020.

The group is interdisciplinary and aims to develop quality research that delves into issues of health education. Its work is oriented to the development of research on educational interventions at different levels of the compulsory education system, loyalty of educational implementations, research in teacher training on pedagogical knowledge of content, evaluation of educational methodologies and research and development of instruments for reliable documentation used in decision-making by teachers in educational contexts, research in evaluation of the educational system and the development and implementation of a curriculum that considers health and back care as fundamental aspects in improving the quality of life of citizens.

The aim of the group is to provide evidence of the need for health education from an early age, to develop knowledge and curricular material adapted to different ages and educational contexts, to design, develop and evaluate interventions in compulsory education, to train teachers in the development and application of interventions in educational centres. The group also aims to connect knowledge and scientific method with educational practice through the development of research and innovation projects with educational centres using socio-ecological models.

The teaching staff of the research group is part of the teaching staff of the Teaching Faculty of the Universitat de València, participating in the Master's Degree in Teacher Training in Secondary Education, specialising in Physical Education and in the Master's Degree in Research in Specific Didactics, specialising in Physical Education, teaching and directing final master's degree projects. He also participates in the Doctorate in Specific Didactics, supervising doctoral theses.

Research Group on the Teaching of Languages - GIEL

The Grupo de Investigación de Enseñanza de Lenguas (GIEL) (Spanish for Language Teaching Research Group), as a Language Didactics group, studies the relationships between the elements of the didactic system (teaching, learning, contents) in the teaching of first and foreign languages, in multilingual contexts and in the different stages of the educational system (Pre-school, Primary, Secondary, University). Its main research focuses on the teaching of written language, understood as a process and as a social practice, and the teaching and learning of grammar, from the perspective of the impact of reflection on languages on the development of learners' meta- and interlinguistic competence and on the improvement of language use. In both cases, attention is paid to the integrated treatment of languages in multilingual contexts and to the role of ICT in the classroom in relation to language learning. From the methodological point of view, special attention is given to research in natural classroom situations and to the informed design of intervention devices (didactic sequences for learning to write and for learning grammar), which in turn constitute macro contexts for research.

GIEL has researchers in first, second and foreign language teaching (Spanish, Catalan, English and French). Its precedent was the Agora group (GR00-75), which began its trajectory in 1997 with a first project "Ensenyament de llengües i interacció comunicativa" (Valencian for Language Teaching and Communicative Interaction) (GR2001-101), in which they laid the foundations for didactic research centred on communicative approaches and on the study of the interactions of the different elements of the didactic system (teaching-learning-content).

GIEL's preferred lines of research are:

  1. Didactics of the written language in multilingual contexts
    1. Desde la perspectiva de los géneros discursivos, mediante el diseño y la implementación de secuencias didácticas como dispositivo metodológico de investigación didáctica. A esta línea corresponden los proyectos del grupo: "Consecucions i dificultats en l'escriptura d'una autobiografia lingüística" (UV-AE-08_2442); "Análisi de l'escriptura d'una autobiografia lingüística i d'un text d'opinió en estudiants de diferents nivells educatius en distintes llengües" (GVA/2009/105), "Dificultats d'escriptura amb textos argumentatius i explicatius i intervenció didàctica" (UV-INV-AE11-42019) y el proyecto "Ara l'escriptura! Millorar l'expressió escrita per garantir l'equitat de l'alumnat" (Recercaixa-ACUP, proyecto 2015ACUP00175), en colaboración con el grupo GREAL de la UAB. From the perspective of discursive genres, through the design and implementation of didactic sequences as a methodological device for didactic research. The group's projects correspond to this line: "Consecucions i dificultats en l'escriptura d'una autobiografia lingüística" (Valencian for Achievements and Difficulties in Writing a Linguistic Autobiography) (UV-AE-08_2442); "Análisi de l'escriptura d'una autobiografia lingüística i d'un text d'opinió en estudiants de diferents nivells educatius en diferents llengües" (Valencian for Analysing the writing of a linguistic autobiography and an opinion text in students of different educational levels in different languages) (GVA/2009/105), "Dificultats d'escriptura amb textos argumentatius i explicatius i intervenció didàctica" (Valencian for Writing difficulties with argumentative and explanatory texts and didactic intervention) (UV-INV-AE11-42019) and the project "Ara l'escriptura! Millorar l'expressió escrita per garantir l'equitat de l'alumnat" (Valencian for Writing now! Improving written expression to ensure student equity) (Recercaixa-ACUP, project 2015ACUP00175), in collaboration with the GREAL group of the UAB.
    2. In relation to the teaching-learning of reading comprehension, the group has developed two projects focused on the practices of novice teachers on non-fictional reading: "Análisis de las prácticas de los maestros noveles en relación con el desarrollo de la competencia lectora de los alumnos en Educación primaria" (Spanish for Analysis of the practices of novice teachers in relation to the development of reading competence of students in primary education) (UV-INV-PRECOMP13-115492) and (Spanish for Reading comprehension and content learning in the classroom: analysis of the practices of novice teachers) (GV2015-058). From the perspective of reading behaviour, the project "El papel de los signos de puntuación (comas) durante la lectura" (Spanish for The role of punctuation marks (commas) during reading) (GV/2020/074) addresses the incidence of these syntactic-discursive elements in students' reading comprehension.
  2. Teaching and learning grammar, from a double perspective:
    1. School grammar, as a meta- and interlinguistic reflection and in relation to written language proficiency, the group is developing the project "La elaboración de una gramática escolar interlingüística: hacia una enseñanza reflexiva de las lenguas en contextos multilingües (EGRAMINT)" (Spanish for The development of an interlinguistic school grammar: Towards a reflexive teaching of languages in multilingual contexts) (MCIN-AEI-PID2019-105298RB-I00), which aims to build an interlinguistic school grammar that brings together the object of teaching and learning with the methodological procedures necessary for teachers and professors to develop a reflexive teaching of languages in the classroom and thus promote the development of multilingual competence. In other words, we aim for an interlinguistic school grammar that brings together what and how to teach grammar with what grammar is learned and how basic grammatical notions are constructed. The precedent of this work has been the research on students' metalinguistic activity, in collaboration with the Greal group (UAB) in the projects "La actividad metalingüística en situaciones plurilingües" (Spanish for Metalinguistic activity in multilingual situations) (MEC-SEJ2006-10417-EDUC); "La incidencia de la reflexión sobre la lengua en la construcción de la competencia escrita" (Spanish for The incidence of reflection on language in the construction of written competence) (MCINN-EDU2011-26039) and "Enseñar a escribir: reflexión gramatical y estrategias de autorregulación" (Spanish for Teaching how to write: grammatical reflection and self-regulation strategies)(MEconomía y Competitividad-EDU2015-64798-R.
    2. Historiography of grammar teaching, a line developed in collaboration with the University of Cadiz in the project "Ideas lingüísticas y pedagógicas en la prensa española del siglo XIX" (Spanish for Linguistic and pedagogical ideas in the 19th century Spanish press) (PGC2018-098509-B-I00) and with the University of Buenos Aires, in the projects "La configuración de la gramática escolar argentina (1863-1922)" (Spanish for The shaping of Argentinean school grammar (1863-1922)) (Conycet, PIP 11220100100218) and "Los inicios de la gramática escolar en La Argentina (1863-1922)" (Spanish for The beginnings of school grammar in Argentina (1863-1922)) (UBACyT 20020170200203BA). In relation to this line of research, GIEL is the promoter and organiser of the "International conferences on grammar teaching", of which three editions have been held (Congram 2014 and 2016, Valencia; Congram 2019, Barcelona).

To these two main lines, we must add the teaching and learning of foreign languages in relation to the acquisition of grammatical and pragmatic aspects ("Contrastive and intercultural pragmatic competence", R&D PB96-0773) and in relation to the study of identity and anxiety).