DIFUSIÓ DEL PROJECTE
Publicacions recents
Liesa, E., Giralt-Romeu, M., i Ligorio, B. (2022). The Identity of Student-Teachers: Becoming a Professional. A C. Monereo, The Identity of Education Professionals: Positioning, Training, and Innovation, 33-54. Charlotte, USA: Information Age Publishing (IAP).
Badia, A., Liesa, E., i Toom, A. (2022). The Identity of the Teacher in Compulsory Education. A C.Monereo, The Identity of Education Professionals: Positioning, Training, and Innovation, 55-78. Charlotte, USA: Information Age Publishing (IAP).
Giralt-Romeu, M., Liesa, E., i Castelló, M. (2021). Teacher identity as inquirer: Voices of Teacher Educators. European Journal of Teacher Education.
Badia, A., Liesa, E., Becerril, L., i Mayoral, P. (2020). A dialogical self approach to the conceptualisation of teacher-inquirer identity. European Journal of Psychology of Education, 35(4), 865-879.
Badia, A., i Liesa, E. (2020). Experienced teachers’ identity based on their I-positions: an analysis in the catalan context. European Journal of Teacher Education, 45(1), 77-92.
Badia, A., Liesa, E., Becerril, L., i Mayoral, P. (2020). Five ways of being a schoolteacher. Quaderns de Psicologia, vol. 22, n. 2, e1563, DOI: https://doi.org/10.5565/rev/qpsicologia.1563.
Giralt-Romeu, M., Liesa, E., i Castelló, M. (2020). I research, you research: do future teachers consider themselves researchers? Infancia y Aprendizaje, 44:3, 586-622.
Monereo, C., i Liesa, E. (2020). Early career researchers’ identity positions based on research experiences. Higher Education Research & Development.
Liesa, E., i Mayoral, P. (2019). Pot haver-hi innovació sense recerca? Una proposta des de les comunitats d'indagació. ÀÁF Àmbits de Psicopedagogia i Orientació, (50), 59-72.