Vol. 25 (2026)

View Vol. 25 (2026)

Published: 2026-01-26

Investigación

Anti-School Violence and Pedagogical Authority: Manifestations and Challenges for Teachers

Carmen Claudia Acuña-Zúñiga; Ysamar Contreras-Mella; Gabriela Andrea Díaz-Inostroza, Javiera Fernanda Barra-Navarrete

1 - 15
- pdf (Spanish)
School Coexistence and Community Identity: A Dialogical Research Experience in Chile

Jonathan Andrades-Moya

1 - 18
- pdf (Spanish)
Lexical availability in mathematics and statistics: Comparative analysis, structural profiles, and repertoire prediction in upper secondary education

José Hernando Ávila-Toscano, Orlando Junior Zambrano Yepes, María de los Ángeles Páez Pérez, Juan Darío Páez Cáceres

1 - 16
- pdf (Spanish)
Leveling programs in Chilean universities: centralized management of dropout from student deficit and educational integration discourses

Rafael Miranda Molina

1 - 15
- pdf (Spanish)
Influence of Teacher Education and School Type on the Frequency and Openness of Laboratory Practical Work in Science Education

Juan Neira-Morales, Marta Fuentealba-Cruz

1 - 13
- pdf (Spanish)

Estudios y Debates Pedagógicos

Pedagogical standards in History and Geography strained by the educational demands of the 21st Century

Natalia Contreras-Quiroz, Karin Manríquez-Sánchez, Mauricio Arce-Argomedo, Paulina Gatica-Araya

1 - 14
- pdf (Spanish)
Pedagogía en Educación Física en Chile: tendencias emergentes sobre su estatus epistemológico y metodológico desde una perspectiva crítica

Jean Paul Rannau-Garrido, Marcelo Zúñiga-Herrera, Mauricio Alejandro Contreras-Olivares

1 - 16
- pdf (Spanish)
“Lo que permanece en el relato”: Huellas biográficas y Construcción de la Identidad Profesional Docente

Ignacio Figueroa-Céspedes

1 - 17
- pdf (Spanish)

Experiencias Pedagógicas

Developing reading materials: Pre-service teachers' perceptions and decision-making processes in an English education program

Jessica Vega-Abarzúa, Margarita Ulloa-Toro, Maximiliano Romero-Herrera

1 - 15
- pdf (Spanish)
Evolution of an introductory disciplinary class model in initial teacher education (FID)

Natalia Henríquez-Cabezas, Cinthia Iglesias-Mancini

1 - 15
- pdf (Spanish)