The aim of this line of research is to analyse the impact of musicalised movement and corporal expression practices on pupils with functional diversity in Early Childhood Education. This analysis will allow university lecturers to develop methodological proposals with the appropriate tools to improve the motor skills of these pupils, thus favouring the training of future Early Childhood Education lecturers by enabling them to start researching and verifying the usefulness of the proposed practices in the practical didactic approaches of the university classroom. At the same time, the aim is to develop rehabilitation programmes for gross and fine motor problems in infant education pupils, in which traditional physiotherapy proposals are combined with appropriate musical elements, so as to enhance the expected results and establish new inter- and multidisciplinary lines of action for motor functional diversity.
Research into learners' interlanguage, contrastive studies through corpus analysis, and the use of corpus techniques in language teaching and linguistics in the classroom (data driven learning).
Textbooks, digital technological resources, field work, complemented with different teaching methodologies, are tools and strategies that are used for different purposes in school activities. These same resources can be transformed into documentary sources for research in Didactics of Social Sciences. In this line of work, we develop activities related to the analysis of curricular materials, legal regulations, external tests, curricular innovation proposals, especially those concerning curricular projects. Along with this, special attention is paid to the study of educational technology and the didactics of the social sciences, paying attention to the teaching methodology used, the resources present in the classroom and the pedagogies and hidden meanings inserted in this reality of the 21st century.
In this area we propose the analysis of teaching situations and the relationships between the principles applied to their design and execution in inclusive educational contexts, as well as the implementation and evaluation of teacher training initiatives.
Starting from the four components established by the Pedagogy of Multiliteracies for the development of knowledge (experience, conceptualise, analyse and apply), design and evaluate proposals in relation to literature, art and foreign languages.
This line of research aims to analyse the different teaching methods used in the field of children's motor skills and music that play a leading role in the development of personal autonomy, including musical methods based on expression and body movement as the main form of work. To this end, we use different observational systems used both in psychomotor skills classrooms and in the traditional classroom, which allow us to analyse the didactic knowledge of the content, the role of the teachers and the impact of the space, the curricular materials, the musical elements and the alternative tools used in the early childhood education curriculum.
Models of competence and teaching of the resolution of modelling problems, verbal arithmetic-algebraic problems and the concepts of family of functions and parameters, using computer environments and historical epistemological analysis of the contents involved. Preparation of studies on the history of algebra and its teaching in classical Arabic algebra and in the 16th, 17th and 18th centuries in Spain.
Didactics of written language (Spanish-Catalan-French-English) in multilingual contexts from the perspective of discursive genres (with attention to grammatical and pragmatic aspects and ICT) through the design and implementation of didactic sequences as a methodological device of didactic research.
Proposals linked to the presence of diversity in classrooms at different educational levels: classroom materials, treatment of spaces, textbooks and other school materials in reation to the presence and treatment of affective-sexual diversity and gender identity, the treatment of the body and non-normative bodies. Studies on the references (literary, audiovisual...) of students when it comes to knowing and understanding the world, and the presence and treatment of diversity in these contexts.
Research on Education for Sustainability and Sustainable Development Goals (SDGs) for their attention in the education system and teacher training, from their holistic vision to the different interrelated issues (responsible consumption, human rights, new energy culture, measures against pollution, climate change, resource depletion, ecosystem degradation...).
Individual factors, personal circumstances and external factors linked to a person's employability or relative position in relation to a job.
Learning foreign languages through multicultural literature.
Use of methodologies based on enquiry and guided investigation for the teaching and learning of science in the stages of formal education (second cycle of infant, primary and secondary education). Adaptation of these methodologies to the particularities of each stage (Reggio Emilia, Centres of Interest, Corners, Projects...).
Design of instructional proposals and tools that promote active and meaningful learning.
Research on the intersectionalities between LGTBIQ+ diversity and other factors such as social class, exclusion, gender, ethnicity, culture, migration and functional diversity. This line of work addresses the complexity of bodies and lives from an intersectional point of view; that is, from the idea that we are traversed by different identities that shape and define us, and from the importance of this issue when addressing diversity in the classroom.
Teacher training is an essential part of any education system. The continuous improvement of teacher training processes and experiences is essential if teachers are to become reflective educators who are aware of the role that learning in the social sciences can play in the exercise of democratic citizenship by students. This line of research is concerned with investigating the identity of teachers in their historical contexts, initial and in-service training, and gender and coeducation in teacher education.
Study of the contribution of linguistics to the teaching-learning of Catalan, as a first or second language or as foreign language. Methodological applications in language teaching and learning (and the acquisition of language skills).
Measurement and development of motor competence at school age. Analysis of the relationship between motor competence and active lifestyles.
The objective is to analyse curricular materials in their different formats and supports, technologies to aid diversity and information and communication technologies, as well as to study the discourses, organisation and didactic application in the teaching and learning processes.
Study of the relationship between the functional mechanisms of the brain associated with learning and the teaching of scientific concepts by means of models (using embodiment), didactic methodologies and educational technology. Study of the transfer of knowledge in the area of neuroscience to teachers and students.
Digital humanities and education with digital formats provide us with many opportunities to improve many aspects that can be changed by digital technologies.
The goal of this line of research is to analyse the management, evaluation and innovation devices and technologies that shape the work in educational organisations today, as well as to investigate their effects on the processes of subjectivation of teachers and other educational agents.
Analysis of the role of physical education, as a subject in the school curriculum, as well as of the school environment, in promoting a healthy lifestyle.
Enquiry into the characteristics of musical learning processes in non-formal education contexts, mainly in music schools, band students and amateur training in general (cognitive strategies, study strategies, intrinsic-extrinsic motivation, self-regulation, and other constructs).
To analyse whether or not teachers who have taken part in training programmes and carried out research in science teaching have incorporated the proposals for science teaching and learning from these courses into their educational practice and the differences in their teaching with other colleagues.
Identities (individual and collective) are very complex to define. On the one hand, they represent "a set of traits of an individual or a group that characterises them in relation to others", but also "a person's awareness of being him/herself and different from others". In this sense, this line of research insists on school learning as a framework that shapes identities and social representations, beyond the common sense socially reproduced and expressed in the media. To this end, it takes into account the historical-cultural dimension of school disciplines and the tendency to naturalise certain contents, practices and uses that hinder innovation.
Understanding complex social and environmental problems requires an interdisciplinary approach to the study of geography, history and art history, integrating heritage and sustainability perspectives. This also implies an approach to the culture of places in order to assess the reasons for the selection and conservation of certain remains or environments which, in one way or another, may be present in the school environment (museums, archaeological sites, natural parks, monuments, celebrations or festivities, etc.). The search for interdisciplinarity addresses transversal concepts such as sustainability.
Use of the history of science and science-technology-society relations (STS) to teach scientific literacy and motivate students, to teach the nature of science (NoS), to contextualise it, to promote argumentation and critical thinking and to question pseudo-science.
Spoken language in ELE (Spanish as a foreign language): the oral-colloquial applied to the teaching of Spanish as a foreign and second language. Tools for the application and development of technology for the study of the spoken Spanish language.
LGTBQI+ studies and their link to the educational world, Queer and Crip theories and their educational implications, the changes of recent years and the latest research on these issues in the international academic spehere. It is also interested in the changes brought about by equality laws and their consequences in schools, and in the ideas and beliefs of teachers and university students about diversity in the classroom.
To propose and assess collaborative tasks that allow future teachers to progress gradually from the mere instrumental use of TACs (Learning and Knowledge Technologies) to the development of a more critical awareness of them.
Research on strategies for the empowerment of subjects through education and analysis of an emancipatory relationship between subject and knowledge.
For years now, the need for education to pay attention to preparing citizens to be able to face the situation of true planetary emergency that we are currently experiencing has been insisted on in different scopes.
Teacher training in didactic knowledge of content in different school areas: didactic analysis and didactic action.
Teaching and learning grammar. The configuration of school grammar from interlinguistic approaches and in relation to the mastery of the written language. Historiographical research on school grammar.
This line involves different lines of work:
- research on the effectiveness of modes of presentation in uni- bi- and multimodal music information systems in music teaching and learning processes using technological mediators and digital objects;
- design of learning materials through the use of digital learning objects;
- design of music learning software.
To establish a list of essential literary and artistic contents to improve the competence of teachers when working with multimodal resources. To create a framework of basic theoretical concepts that can be used in primary, secondary and university education.
This line is related to the investigation of the ways in which teachers in initial teacher training construct meanings in relation to music. If these ways of meaning music are known, the processes of construction of musical knowledge (procedural and declarative) can also be known, and contributions can be made to the knowledge of initial and continuous teacher training, as well as to the training processes from pedagogy and didactics.
