No. 25 (2025)

View No. 25 (2025)

Published: 2026-06-29

Full Issue

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Dossier. Building the teaching profession from practice: new horizons in initial teacher education

Introducción

María Napal Fraile, Maite López-Flamarique

7-11
- PDF (Spanish)
Alternating practicum at the University Jaume I: key features of the initial education model for early childhood and primary education teachers

Aida Sanahuja Ribés, Rosa Mateu Pérez, Lucía Sánchez-Tarazaga, Paola Ruiz-Bernardo

11-36
- PDF (Spanish)
Towards comprehensive, active and reflective training in teacher practicum internships

María Napal Fraile, Magdalena Romera Ciria, Maite López Flamarique, Camino Bueno Alastuey, Gabriel María Rubio

37-58
- PDF (Spanish)
The practicum as a transformative axis: alternation, reflection and mentoring in initial teacher education

Olatz Aramendia Etxeberria, Arantza Ozaeta

59-75
- PDF (Spanish)
Practicum for professional learning. A proposal based on joint reflection on practical situations and collaboration between schools and universities

Anna Ginesta Fontserè, Rosa Colomina Álvarez, Teresa Mauri Majós, Javier Onrubia Goñi

77-97
- PDF (Spanish)
The practicum as a relational space: relationships, agency and shared critique in teacher education

Yolanda Muñoz Martínez, Nicolás Benesh Fernández-Miranda, Claudia Guiral Borruel, Susana Domínguez Santos

99-121
- PDF (Spanish)
Clinical Analysis of Critical Incidents: A Hybrid Formative Research Model

Mariona Masgrau-Juanola, Christian Arenas-Delgado, Muntsa Calbó-Angrill, Margarida Falgàs-Isern, Karo Kunde

123-146
- PDF (Spanish)

Estudios

Descriptive study of language teachers’ beliefs about grammar teaching

Raquel Sanz Moreno, Theodora Marin Ciocan

149-168
- PDF (Spanish)

Recensiones

Reseña de la publicación Enseñar y aprender gramática en contextos multilingües

Marta Milian Gubern

171-175
- PDF (Spanish)