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Formación del profesorado para el cambio educativo
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Formación del profesorado para el cambio educativo (1994)Formación del profesorado para el cambio …Valoración de la transferencia en las modalidades de autoformación y formación presencial (2018)Valoración de la transferenci…La danza en la escuela y la formación de los profesores (2013)La danza en la escuela y la f…Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps (2006)Evolution of the conceptions …Contributions from the Philosophy of Science to the Education of Science Teachers (2006)Contributions from the Philos…How do teachers learn in the workplace? findings from an empirical study carried out in portugal[1] (2005)How do teachers learn in the …La organización escolar: contexto y texto de actuación (2004)La organización escolar: cont…La formación del profesorado y los conciertos didácticos (2004)La formación del profesorado …Las tareas del formador (2001)Las tareas del formadorESTRATEGIAS DE EVALUACIÓN DE LOS APRENDIZAJES CENTRADOS EN EL PROCESO (2001)ESTRATEGIAS DE EVALUACIÓN DE …Science teachers' views and practices in planning for teaching (1999)Science teachers' views and p…Preservice Teachers‘ Classroom Practice and Their Conceptions of the Nature of Science (1997)Preservice Teachers‘ Classroo…Concepciones y prácticas de aula de profesores de ciencias, en formación inicial de primaria y secundaria (1996)Concepciones y prácticas de a…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)A Model for Extending Hands‐On Science to Be Inquiry Based (2001)Qualitative Data Analysis (2008)Using the Lesson Study Approach to Plan for Student Learning (2009)Qualitative data analysis (2023)The Structure of Scientific Revolutions (1963)Progress and Its Problems (1977)Students' and teachers' conceptions of the nature of science: A review of the research (1992)Development of an instrument to assess views on nature of science and attitudes toward teaching science (2006)Teachers' scientific epistemological views: The coherence with instruction and students' views*** (2006)Misconceptions about “misconceptions”: Preservice secondary science teachers' views on the value and role of student ideas (2012)Inside the primary classroom (1980)Aprendiendo a aprender (1988)Calidad de la enseñanza en tiempos de cambio (1998)Estrategia Didáctica para Desarrollar el Pensamiento Crítico (2016)¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa? (2017)School Environments and Elementary School Children’s Well-Being in Northwestern Mexico (2020)A Garbage Can Model of Organizational Choice (1972)Organizational culture and leadership (1993)Organizational Learning: A Theory of Action Perspective (1997)Working environment and learning organizations (2000)Experiential Learning : Experience as the Source of Learning and Development (1983)Transformative Dimensions of Adult Learning (1991)The New Meaning of Educational Change (2010)Aportes para la formación de formadores (2014)The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Qualitative Data Analysis: An Expanded Sourcebook (1994)Situated Learning: Legitimate Peripheral Participation. (1994)Characteristics of Effective Professional Development: A Checklist. (2010)Professional Growth Among Preservice and Beginning Teachers (1992)Fundamentos de un modelo de formación permanente del profesorado de ciencias centrado en la reflexión dialógica sobre las concepciones y las prácticas (2001)LAS CONCEPCIONES QUE ORIENTAN LAS PRACTICAS EVALUATIVAS DE LOS PROFESORES: UN PROBLEMA A DEVELAR (2008)Reflective Practitioner (2014)Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowledge Growth in Teaching (1986)Dealing more effectively with alternative conceptions in science (2008)Prospective Elementary Teachers' Science Teaching Orientations and Experiences that Impacted their Development (2012)Expansion of Biology Teachers’ Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program (2013)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. (2000)Transfer of Training: A Meta-Analytic Review (2009)The Classroom Practice of a Prospective Secondary Biology Teacher and His Conceptions of the Nature of Science and of Teaching and Learning Science (2007)Canonical pedagogical content knowledge by CoRes for teaching acid–base chemistry at high school (2015)
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  • 1997Preservice Teachers‘ Classroom Practice and Their Conceptions of the Nature of Science172 cited
  • 1996Concepciones y prácticas de aula de profesores de ciencias, en formación inicial de primaria y secundaria99 cited
  • 1999Science teachers' views and practices in planning for teaching98 cited
  • 2001Las tareas del formador92 cited
  • 2001ESTRATEGIAS DE EVALUACIÓN DE LOS APRENDIZAJES CENTRADOS EN EL PROCESO86 cited
  • 2006Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps75 cited
  • 2004La organización escolar: contexto y texto de actuación61 cited
  • 2005How do teachers learn in the workplace? findings from an empirical study carried out in portugal[1]61 cited
  • 2006Contributions from the Philosophy of Science to the Education of Science Teachers59 cited
  • 2018Valoración de la transferencia en las modalidades de autoformación y formación presencial9 cited
  • 2013La danza en la escuela y la formación de los profesores5 cited
  • 2004La formación del profesorado y los conciertos didácticos2 cited

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