Artículos científicos
Clarà, M., Vallés, A., Franch, A., Coiduras, J., Silva, P., & Cavalcante, S. (2023). How teachers’ appraisals predict their emotional experience: identifying protective and risk structures in natural appraisals. Teaching and Teacher Education, 130, 104166. https://doi.org/10.1016/j.tate.2023.104166
Vallés, A., & Clarà, M. (2022). Conceptualizing Teacher Resilience: A Comprehensive Framework to Articulate the Research Field. Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2149483
Clarà, M., Vallés, A., Coiduras, J., Silva, P., Justiniano, B., López, T., Padula, B., Barril, J.P., Cavalcante, S., Chávez, J., Donoso, D., Marchán, P., Ramos, F.S., Uribe, C.P. (2022). Unpacking the role of work demands in teacher burnout: cognitive effort as a protective factor. Electronic Journal of Research in Educational Psychology, 20(22),245-266. https://doi.org/10.25115/ejrep.v20i57.4374
Clarà, M. (2021). Conceptually driven inquiry: Addressing the tension between dialogicity and teleology in dialogic approaches to classroom talk. Educational Review, https://doi.org/10.1080/00131911.2021.1923462
Clarà, M. (2020). Meaning and the mediation of emotional experience: Placing mediational meaning at the center of psychological processes. New Ideas in Psychology, 58, https://doi.org/10.1016/j.newideapsych.2019.100776
Clarà, M. (2019). El problema teoría-práctica en los modelos de formación del profesorado: Una mirada psicológica. Estudios Pedagógicos, XLV (2), 179-195, https://doi.org/10.4067/S0718-07052019000200179
Mauri, T., Onrubia, J., Colomina, & Clarà, M. (2019). Sharing initial teacher education between school and university: Participants’ perceptions of their roles and learning. Teachers and Teaching: Theory and Practice, 25, 469-485.https://doi.org/10.1080/13540602.2019.1601076
Clarà, M. (2019). Building on Each Other’s Ideas: A Social Mechanism of Progressiveness in Whole-Class Collective Inquiry. Journal of the Learning Sciences, 28, 302-336, https://doi.org/10.1080/10508406.2018.1555756
Kelly, N., Cespedes, M., Clarà, M., & Danaher, P. A. (2019). Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction. Australian Journal of Teacher Education, 44(3), https://doi.org/10.14221/ajte.2018v44n3.6
Clarà, M., Mauri, T., Colomina, R., Onrubia, J. (2019). Supporting Collaborative Reflection in Teacher Education: A Case Study. European Journal of Teacher Education, 42(2), 175-191, https://doi.org/10.1080/02619768.2019
Mauri, T., Clarà, M., Colomina, R., Onrubia, J. (2017). Patterns of interaction in processes of joint reflection by student teachers. Journal of Education for Teaching, 43(4), 427-443, http://dx.doi.org/10.1080/02607476.2017.1296542
Clarà, M. (2017). Teacher resilience and meaning transformation: How teachers reappraise situations of adversity. Teaching and Teacher Education, 63, 82-89, http://dx.doi.org/10.1016/j.tate.2016.12.010
Clarà, M. (2017). How Instruction Influences Conceptual Development: Vygotsky’s Theory Revisited. Educational Psychologist, 52(1), 50-62, https://doi.org/10.1080/00461520.2016.1221765
Clarà, M., Kelly, N., Mauri, T., Danaher, P.A. (2017). Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer. Asia-Pacific Journal of Teacher Education, 45(1),86-98, http://dx.doi.org/10.1080/1359866X.2015.1095280
Mauri, T., Clarà, M., Colomina, R., & Onrubia, J. (2016). Educational assistance to improve reflective practice among student teachers. Electronic Journal of Research in Educational Psychology, 14 (2), 287-309, http://dx.doi.org/10.14204/ejrep.39.15070
Clarà, M. (2016). The many lives of the word Perezhivanie. Mind, Culture and Activity, 23(4), 339-342, https://doi.org/10.1080/10749039.2016.1199700
Clarà, M. (2016). Vygotsky and Vasilyuk on Perezhivanie: Two notions and one word. Mind, Culture and Activity, 23(4), 284-293, https://doi.org/10.1080/10749039.2016.1186194
Clarà, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education. 66, 261-271, https://doi.org/10.1177/0022487114552028
Mauri, T., Clarà, M., Colomina, R., Onrubia, J. (2015). Naturaleza de la interacción en procesos de reflexión conjunta sobre situaciones de la práctica por estudiantes de maestro [The nature of interaction in collaborative reflection by pre-service teachers]. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 11 (2), 105-109.
Clarà, M. (2015). Representation and emotion causation: a cultural psychology approach. Culture & Psychology, 21,37-58, https://doi.org/10.1177/1354067X14568687
Clarà, M. (2014). Understanding teacher knowledge from a Cultural Psychology approach. Teaching and Teacher Education. 43, 110-119, http://dx.doi.org/10.1016/j.tate.2014.07.002
Clarà, M., & Barberà, E. (2014). Three problems with the connectivist conception of learning. Journal of Computer Assisted Learning, 30(3), 197-206, https://doi.org/10.1111/jcal.12040
Clarà, M. & Mauri, T. (2013). How triadic dialogue allows transfer of responsibility in dyadic tutoring. Human Development, 56, 325-340, https://doi.org/10.1159/000354337
Mauri, T., Clarà, M., Ginesta, A., & Colomina, R. (2013). La contribución al aprendizaje en el lugar de trabajo de los equipos docentes universitarios [The contribution to learning at the workplace by university teaching teams]. Infancia y Aprendizaje, 36(3), 341-360, https://doi.org/10.1174/021037013807533025
Clarà, M. & Barberà, E. (2013): Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129-136, https://doi.org/10.1080/01587919.2013.770428
Clarà, M. (2013). The concept of situation and the microgenesis of the conscious purpose in cultural psychology. Human Development, 56(2), 113-127, https://doi.org/10.1159/000346533
Mauri, T. i Clarà, M. (2012). Ayuda educativa entre iguales en tareas de escritura colaborativa online: un estudio de las relaciones entre presencia docente y presencia cognitiva [Educational assistance among peers in online collaborative writing tasks]. Cultura y Educación, 24(3), 337-350, https://doi.org/10.1174/113564012802845622
Barbera, E. i Clarà, M. (2012). Time in e-learning research. A qualitative review of the empirical consideration of time in research into e-learning. ISRN Education, 1, 1-11, https://doi.org/10.5402/2012/640802
Mauri, T., Colomina, R., Clarà, M., Ginesta, A. (2011). Ayudas al aprendizaje en tareas de escritura colaborativa con Moodle . [Assistance to learning in collaborative writing tasks in Moodle]. Electronic Journal of Research in Educational Psychology, 25, 1103-1128, https://doi.org/10.25115/ejrep.v9i25.1471
Mauri, T., Clarà, M., i Remesal, A. (2011). La naturaleza del discurso en la escritura colaborativa online: intersubjetividad y elaboración del significado. [The nature of discourse in online collaborative writing: intersubjectivity and elaboration of meaning]. Infancia y Aprendizaje, 34(2), pp. 219-233, https://doi.org/10.1174/021037011795377629
Clarà, M. i Mauri, T. (2010). Una discusión sobre el conocimiento práctico y sus relaciones con el conocimiento teórico y la práctica [A discussion about practical knowledge and its relations with theoretical knowledge and practice] . Infancia y Aprendizaje, 33(2), 199-207, https://doi.org/10.1174/021037010791114643
Clarà, M. i Mauri, T. (2010). El Conocimiento práctico. Cuatro conceptualizaciones constructivistas de las relaciones entre conocimiento teórico y práctica educativa [Practical knowledge. Four constructivist conceptualizations of the relations between theoretical knowledge and educational practice]. Infancia y Aprendizaje, 33(2), 131-141, https://doi.org/10.1174/021037010791114625
Clarà, M. i Mauri, T. (2010). Towards a dialectic relation between the results in CSCL: Three critical methodological aspects of content analysis schemes. International Journal of Computer-Supported Collaborative Learning, 5(1), 117-136, https://doi.org/10.1007/s11412-009-9078-4
Clarà, M. i Mauri, T. (2009). The Development of Teaching Practice. A Working Hypothesis Based on Cultural-Historical Psychology. The International Journal of Learning, 16(7), 275-286
Libros y capítulos de libro
Machin, T., Clarà, M., & Danaher, P.A. (Ed.) (2019). Traversing the doctorate. Reflections and Strategies from Students, Supervisors and Administrators. Basingstoke: Palgrave Macmillan.
Kelly, N., Clarà, M., Kehrwald, B., & Danaher, P.A. (2016). Online Learning Networks for Pre-service and Early Career Teachers. Basingstoke: Palgreave Macmillan.
Kelly, N., Clarà, M., Kehrwald, B., & Danaher P.A. (2020). Critical online learning networks of teachers: communality and collegiality as contingent elements. In A. Simpson, F. Dervin, & Y. Li (Eds), The Meaning of Criticality in Education Research: Reflecting on Critical Pedagogy (pp.101-126). Basingstoke: Palgrave Macmillan.
Machin, T.M., Clarà, M., Danaher, P.A. (2019). Traversing the Doctorate: Situating Scholarship and Identifying Issues. In T. Machin, M. Clarà, & P.A. Danaher (Ed.), Traversing the doctorate. Reflections and Strategies from Students, Supervisors and Administrators (pp.1-12). Basingstoke: Palgrave Macmillan.
Justiniano, B., Mauri, T., & Clarà, M. (2019). Supervising at a distance: The transformation of assistance during a doctoral journey across different continents. In T. Machin, M. Clarà, & P.A. Danaher (Ed.), Traversing the doctorate. Reflections and Strategies from Students, Supervisors and Administrators (pp.253-268). Basingstoke: Palgrave Macmillan.
Clarà, M. (2015). Foreword. In K.M.Larkin, M. Kawka, K. Noble, H. van Rensburg, L. Brodie and P.A. Danaher (Ed.), Empowering educators. Proven Principles and Successful Strategies (pp.xi-xiii). Basingstoke: Palgrave McMillan.
Barberà, E., Clarà, M., Danaher, P., & van Rensburg, H. (2013). Temporal flexibility in online university courses in Spain and Australia. In E. Barberà & P. Reimann (Ed.), Assessment and Evaluation of Time Factors in Online Teaching and Learning (pp. 111-125). Hershey: IGI Gobal
Mauri, T., Clarà, M., Colomina, R., Ginesta, A., & Onrubia, J. (2013). Valoración de un sistema integrado de ayudas al aprendizaje en tareas de escritura colaborativa en Educación Superior [Evaluation of an integrative system of assistance to learning in collaborative writing tasks]. In: J.L. Rodríguez Illera (Comp.), Aprendizaje y educación en la sociedad digital [Learning and education in the digital society] (pp.67-89). Barcelona: Universitat de Barcelona.
Onrubia, J., Clarà, M., Colomina, R., Ginesta, A., Mauri, T., & Remesal, A. (2013). El apoyo del profesor al aprendizaje colaborativo mediado por ordenador [The teacher assistance to computer mediated collaborative writing]. In: J.L. Rodríguez Illera (Comp.), Aprendizaje y educación en la sociedad digital [Learning and education in the digital society] (90-104). Barcelona: Universitat de Barcelona.
Mauri, T., Ginesta, A., Colomina, R., Clarà, M., de Gispert, I., i Remesal, A. (2011). Ayudar a ser competente: la potencialidad formativa de las tareas de escritura colaborativa online. [Assistance to be comptetent: the potentiality of online collaborative writing tasks]. In: Javier J. Maquilon, Mari Paz Garcia, Maria Luisa Belmonte (coords.) Innovación educativa en la enseñanza formal [Educational innovation in formal education] (pp.845-851). Murcia: Editum.