{"id":112,"date":"2021-06-02T18:24:00","date_gmt":"2021-06-02T16:24:00","guid":{"rendered":"http:\/\/www.erims.udl.cat\/?page_id=112"},"modified":"2025-03-20T19:41:31","modified_gmt":"2025-03-20T17:41:31","slug":"resultats","status":"publish","type":"page","link":"http:\/\/www.erims.udl.cat\/index.php\/resultats\/","title":{"rendered":"Publicacions"},"content":{"rendered":"
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Articles cient\u00edfics<\/h3>\n\n\n\n

Clar\u00e0, M., Vall\u00e9s, A., Franch, A., Coiduras, J., Silva, P., & Cavalcante, S. (2025). Developing teacher resilience by modifying cognitive appraisals: What is reappraised in teacher reappraisal? Contemporary Educational Psychology, 81<\/em>, 102354. https:\/\/doi.org\/10.1016\/j.cedpsych.2025.102354<\/p>\n\n\n\n

Clar\u00e0, M., Vall\u00e9s, A., Cavalcante, S., Franch, A., Coiduras, J., Silva, P., Kelly, N., L\u00f3pez, T., March\u00e1n, P., & Padula, B. (2024). The Emotional Side of Teaching Conceptions: Exploring the Relationship between Conceptions of Teaching and Teacher Burnout, Well-Being, and Resilience. Australian Journal of Teacher Education, 49<\/em>(12). https:\/\/doi.org\/10.14221\/1835-517X.6328<\/a><\/p>\n\n\n\n

Rojas, J. C., Barril, J. P., Jim\u00e9nez, T. L., Clar\u00e0, M., Ramos, F. S., Peel, K., & Justiniano, B. (2024). Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia. Pedagogy, Culture & Society<\/em>, 1\u201317. https:\/\/doi.org\/10.1080\/14681366.2024.2302314<\/p>\n\n\n\n

Clar\u00e0, M., Vall\u00e9s, A., Franch, A., Coiduras, J., Silva, P., & Cavalcante, S. (2023). How teachers\u2019 appraisals predict their emotional experience: identifying protective and risk structures in natural appraisals. Teaching and Teacher Education, 130<\/em>, 104166. https:\/\/doi.org\/10.1016\/j.tate.2023.104166<\/a><\/p>\n\n\n\n

Vall\u00e9s, A., & Clar\u00e0, M. (2022). Conceptualizing Teacher Resilience: A Comprehensive Framework to Articulate the Research Field. Teachers and Teaching. <\/em>https:\/\/doi.org\/10.1080\/13540602.2022.2149483<\/a> <\/p>\n\n\n\n

Clar\u00e0, M., Vall\u00e9s, A., Coiduras, J., Silva, P., Justiniano, B., L\u00f3pez, T., Padula, B., Barril, J.P., Cavalcante, S., Ch\u00e1vez, J., Donoso, D., March\u00e1n, 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<\/em>(22),245-266. https:\/\/doi.org\/10.25115\/ejrep.v20i57.4374<\/a> <\/p>\n\n\n\n

Clar\u00e0, M. (2021). Conceptually driven inquiry: Addressing the tension between dialogicity and teleology in dialogic approaches to classroom talk. Educational Review<\/em>, https:\/\/doi.org\/10.1080\/00131911.2021.1923462<\/a><\/p>\n\n\n\n

Clar\u00e0, M. (2020). Meaning and the mediation of emotional experience: Placing mediational meaning at the center of psychological processes. New Ideas in Psychology, 58<\/em>, https:\/\/doi.org\/10.1016\/j.newideapsych.2019.100776<\/a><\/p>\n\n\n\n

Clar\u00e0, M. (2019). El problema teor\u00eda-pr\u00e1ctica en los modelos de formaci\u00f3n del profesorado: Una mirada psicol\u00f3gica. Estudios Pedag\u00f3gicos, XLV <\/em>(2), <\/em>179-195, <\/em>https:\/\/doi.org\/10.4067\/S0718-07052019000200179<\/a><\/p>\n\n\n\n

 <\/em>Mauri, T., Onrubia, J., Colomina, & Clar\u00e0, M. (2019). Sharing initial teacher education between school and university: Participants\u2019 perceptions of their roles and learning. Teachers and Teaching: Theory and Practice, 25, <\/em>469-485.https:\/\/doi.org\/10.1080\/13540602.2019.1601076<\/em><\/a><\/em><\/p>\n\n\n\n

Clar\u00e0, M. (2019). Building on Each Other\u2019s Ideas: A Social Mechanism of Progressiveness in Whole-Class Collective Inquiry. Journal of the Learning Sciences, 28, <\/em>302-336, <\/em>https:\/\/doi.org\/10.1080\/10508406.2018.1555756<\/a><\/p>\n\n\n\n

Kelly, N., Cespedes, M., Clar\u00e0, M., & Danaher, P. A. (2019). Early career teachers\u2019 intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction. Australian Journal of Teacher Education, 44<\/em>(3), https:\/\/doi.org\/10.14221\/ajte.2018v44n3.6<\/a><\/p>\n\n\n\n

Clar\u00e0, 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<\/a><\/p>\n\n\n\n

Mauri, T., Clar\u00e0, M., Colomina, R., Onrubia, J. (2017). Patterns of interaction in processes of joint reflection by student teachers. Journal of Education for Teaching, 43<\/em>(4), 427-443, http:\/\/dx.doi.org\/10.1080\/02607476.2017.1296542<\/a><\/p>\n\n\n\n

Clar\u00e0, M. (2017). Teacher resilience and meaning transformation: How teachers reappraise situations of adversity. Teaching and Teacher Education, 63, <\/em>82-89, http:\/\/dx.doi.org\/10.1016\/j.tate.2016.12.010<\/a><\/p>\n\n\n\n

Clar\u00e0, M. (2017). How Instruction Influences Conceptual Development: Vygotsky\u2019s Theory Revisited. Educational Psychologist, 52(1), <\/em>50-62, https:\/\/doi.org\/10.1080\/00461520.2016.1221765<\/a><\/p>\n\n\n\n

Clar\u00e0, 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<\/a><\/p>\n\n\n\n

Mauri, T., Clar\u00e0, M., Colomina, R., & Onrubia, J. (2016). Educational assistance to improve reflective practice among student teachers. Electronic Journal of Research in Educational Psychology, 14 (<\/em>2), 287-309, http:\/\/dx.doi.org\/10.14204\/ejrep.39.15070<\/a><\/p>\n\n\n\n

Clar\u00e0, M. (2016). The many lives of the word Perezhivanie. Mind, Culture and Activity, 23<\/em>(4), 339-342, https:\/\/doi.org\/10.1080\/10749039.2016.1199700<\/a><\/p>\n\n\n\n

Clar\u00e0, M. (2016). Vygotsky and Vasilyuk on Perezhivanie: Two notions and one word. Mind, Culture and Activity, 23<\/em>(4), 284-293, https:\/\/doi.org\/10.1080\/10749039.2016.1186194<\/a><\/p>\n\n\n\n

Clar\u00e0, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education. 66, <\/em>261-271, https:\/\/doi.org\/10.1177\/0022487114552028<\/a><\/p>\n\n\n\n

Mauri, T., Clar\u00e0, M., Colomina, R., Onrubia, J. (2015). Naturaleza de la interacci\u00f3n en procesos de reflexi\u00f3n conjunta sobre situaciones de la pr\u00e1ctica por estudiantes de maestro [The nature of interaction in collaborative reflection by pre-service teachers]. Papeles de Trabajo sobre Cultura, Educaci\u00f3n y Desarrollo Humano, 11<\/em> (2), 105-109.<\/p>\n\n\n\n

Clar\u00e0, M. (2015). Representation and emotion causation: a cultural psychology approach. Culture & Psychology, 21,<\/em>37-58, https:\/\/doi.org\/10.1177\/1354067X14568687<\/a><\/p>\n\n\n\n

Clar\u00e0, M. (2014). Understanding teacher knowledge from a Cultural Psychology approach. Teaching and Teacher Education. 43, <\/em>110-119, http:\/\/dx.doi.org\/10.1016\/j.tate.2014.07.002<\/a><\/p>\n\n\n\n

Clar\u00e0, M., & Barber\u00e0, E. (2014). Three problems with the connectivist conception of learning. Journal of Computer Assisted Learning, <\/em>30(3), 197-206, https:\/\/doi.org\/10.1111\/jcal.12040<\/a><\/p>\n\n\n\n

Clar\u00e0, M. & Mauri, T. (2013). How triadic dialogue allows transfer of responsibility in dyadic tutoring. Human Development, 56, <\/em>325-340, https:\/\/doi.org\/10.1159\/000354337<\/a><\/p>\n\n\n\n

Mauri, T., Clar\u00e0, M., Ginesta, A., & Colomina, R. (2013). La contribuci\u00f3n 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), <\/em>341-360, https:\/\/doi.org\/10.1174\/021037013807533025<\/a><\/p>\n\n\n\n

Clar\u00e0, M. & Barber\u00e0, E. (2013): Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1)<\/em>, 129-136, https:\/\/doi.org\/10.1080\/01587919.2013.770428<\/a><\/p>\n\n\n\n

Clar\u00e0, M. (2013). The concept of situation and the microgenesis of the conscious purpose in cultural psychology. Human Development, 56(2), <\/em>113-127, <\/em>https:\/\/doi.org\/10.1159\/000346533<\/a><\/p>\n\n\n\n

Mauri, T. i Clar\u00e0, 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 Educaci\u00f3n, 24(3)<\/em>, 337-350, <\/em>https:\/\/doi.org\/10.1174\/113564012802845622<\/a><\/p>\n\n\n\n

Barbera, E. i Clar\u00e0, M. (2012). Time in e-learning research. A qualitative review of the empirical consideration of time in research into e-learning. ISRN Education, 1, <\/em>1-11, https:\/\/doi.org\/10.5402\/2012\/640802<\/p>\n\n\n\n

Mauri, T., Colomina, R., Clar\u00e0, 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, <\/em>1103-1128, https:\/\/doi.org\/10.25115\/ejrep.v9i25.1471<\/a><\/p>\n\n\n\n

Mauri, T., Clar\u00e0, M., i Remesal, A. (2011). La naturaleza del discurso en la escritura colaborativa online: intersubjetividad y elaboraci\u00f3n del significado. [The nature of discourse in online collaborative writing: intersubjectivity and elaboration of meaning]. Infancia y Aprendizaje, 34(2)<\/em>, pp. 219-233, https:\/\/doi.org\/10.1174\/021037011795377629<\/a><\/p>\n\n\n\n

Clar\u00e0, M. i Mauri, T. (2010). Una discusi\u00f3n sobre el conocimiento pr\u00e1ctico y sus relaciones con el conocimiento te\u00f3rico y la pr\u00e1ctica [A discussion about practical knowledge and its relations with theoretical knowledge and practice] . Infancia y Aprendizaje, 33(2), <\/em>199-207, https:\/\/doi.org\/10.1174\/021037010791114643<\/a><\/p>\n\n\n\n

Clar\u00e0, M. i Mauri, T. (2010). El Conocimiento pr\u00e1ctico. Cuatro conceptualizaciones constructivistas de las relaciones entre conocimiento te\u00f3rico y pr\u00e1ctica educativa [Practical knowledge. Four constructivist conceptualizations of the relations between theoretical knowledge and educational practice]. Infancia y Aprendizaje, 33(2)<\/em>, 131-141, https:\/\/doi.org\/10.1174\/021037010791114625<\/a><\/p>\n\n\n\n

Clar\u00e0, 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),<\/em> 117-136, https:\/\/doi.org\/10.1007\/s11412-009-9078-4<\/a><\/p>\n\n\n\n

Clar\u00e0, 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), <\/em>275-286<\/p>\n\n\n\n

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Llibres i cap\u00edtols de llibre<\/h3>\n\n\n\n

Vall\u00e9s, A., Franch, A., & Clar\u00e0, M. (2025). Feeling undermined. In S. Karnovsky & N. Kelly (Ed.), Teachers\u2019 emotional experiences. Towards a new emotional discourse<\/em> (pp.147-171). Palgrave Mcmillan<\/p>\n\n\n\n

Machin, T., Clar\u00e0, M., & Danaher, P.A. (Ed.) (2019). Traversing the doctorate. Reflections and Strategies from Students, Supervisors and Administrators<\/em>. Basingstoke: Palgrave Macmillan.<\/p>\n\n\n\n

Kelly, N., Clar\u00e0, M., Kehrwald, B., & Danaher, P.A. (2016). Online Learning Networks for Pre-service and Early Career Teachers<\/em>. Basingstoke: Palgreave Macmillan.<\/p>\n\n\n\n

Kelly, N., Clar\u00e0, 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<\/em> (pp.101-126). Basingstoke: Palgrave Macmillan.<\/p>\n\n\n\n

Machin, T.M., Clar\u00e0, M., Danaher, P.A. (2019). Traversing the Doctorate: Situating Scholarship and Identifying Issues. In T. Machin, M. Clar\u00e0, & P.A. Danaher (Ed.), Traversing the doctorate. Reflections and Strategies from Students, Supervisors and Administrators<\/em> (pp.1-12). Basingstoke: Palgrave Macmillan.<\/p>\n\n\n\n

Justiniano, B., Mauri, T., & Clar\u00e0, M. (2019). Supervising at a distance: The transformation of assistance during a doctoral journey across different continents. In T. Machin, M. Clar\u00e0, & P.A. Danaher (Ed.), Traversing the doctorate. Reflections and Strategies from Students, Supervisors and Administrators<\/em> (pp.253-268). Basingstoke: Palgrave Macmillan.<\/p>\n\n\n\n

Clar\u00e0, 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 <\/em>(pp.xi-xiii). Basingstoke: Palgrave McMillan.<\/p>\n\n\n\n

Barber\u00e0, E., Clar\u00e0, M., Danaher, P., & van Rensburg, H. (2013). Temporal flexibility in online university courses in Spain and Australia. In E. Barber\u00e0 & P. Reimann (Ed.), Assessment and Evaluation of Time Factors in Online Teaching and Learning <\/em>(pp. 111-125). Hershey: IGI Gobal<\/p>\n\n\n\n

Mauri, T., Clar\u00e0, M., Colomina, R., Ginesta, A., & Onrubia, J. (2013). Valoraci\u00f3n de un sistema integrado de ayudas al aprendizaje en tareas de escritura colaborativa en Educaci\u00f3n Superior [Evaluation of an integrative system of assistance to learning in collaborative writing tasks]. In: J.L. Rodr\u00edguez Illera (Comp.), Aprendizaje y educaci\u00f3n en la sociedad digital<\/em>  [Learning and education in the digital society] (pp.67-89).  Barcelona: Universitat de Barcelona.<\/p>\n\n\n\n

Onrubia, J., Clar\u00e0, 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. Rodr\u00edguez Illera (Comp.),  Aprendizaje y educaci\u00f3n en la sociedad digital<\/em> [Learning and education in the digital society] (90-104).  Barcelona: Universitat de Barcelona.<\/p>\n\n\n\n

Mauri, T., Ginesta, A., Colomina, R., Clar\u00e0, 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.) Innovaci\u00f3n educativa en la ense\u00f1anza formal <\/em>[Educational innovation in formal education] (pp.845-851). Murcia: Editum.<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

Articles cient\u00edfics Clar\u00e0, M., Vall\u00e9s, A., Franch, A., Coiduras, J.,<\/p>\n","protected":false},"author":1,"featured_media":193,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"acf":[],"rise-blocks_excerpt":"Articles cient\u00edfics Clar\u00e0, M., Vall\u00e9s, A., Franch, A., Coiduras, J., Silva, P., & Cavalcante, S. (2025). Developing teacher resilience by modifying cognitive appraisals: What is reappraised in teacher reappraisal? Contemporary Educational Psychology, 81, 102354. https:\/\/doi.org\/10.1016\/j.cedpsych.2025.102354 Clar\u00e0, M., Vall\u00e9s, A., Cavalcante, S., Franch, A., Coiduras, J., Silva, P., Kelly, N., L\u00f3pez, T., March\u00e1n, P., & Padula, B. (2024). The Emotional Side..","uagb_featured_image_src":{"full":["http:\/\/www.erims.udl.cat\/wp-content\/uploads\/2021\/06\/absolutvision-WYd_PkCa1BY-unsplash-scaled.jpg",2560,1707,false],"thumbnail":["http:\/\/www.erims.udl.cat\/wp-content\/uploads\/2021\/06\/absolutvision-WYd_PkCa1BY-unsplash-150x150.jpg",150,150,true],"medium":["http:\/\/www.erims.udl.cat\/wp-content\/uploads\/2021\/06\/absolutvision-WYd_PkCa1BY-unsplash-300x200.jpg",300,200,true],"medium_large":["http:\/\/www.erims.udl.cat\/wp-content\/uploads\/2021\/06\/absolutvision-WYd_PkCa1BY-unsplash-768x512.jpg",640,427,true],"large":["http:\/\/www.erims.udl.cat\/wp-content\/uploads\/2021\/06\/absolutvision-WYd_PkCa1BY-unsplash-1024x683.jpg",640,427,true],"1536x1536":["http:\/\/www.erims.udl.cat\/wp-content\/uploads\/2021\/06\/absolutvision-WYd_PkCa1BY-unsplash-1536x1024.jpg",1536,1024,true],"2048x2048":["http:\/\/www.erims.udl.cat\/wp-content\/uploads\/2021\/06\/absolutvision-WYd_PkCa1BY-unsplash-2048x1366.jpg",2048,1366,true]},"uagb_author_info":{"display_name":"admin","author_link":"http:\/\/www.erims.udl.cat\/index.php\/author\/admin\/"},"uagb_comment_info":0,"uagb_excerpt":"Articles cient\u00edfics Clar\u00e0, M., Vall\u00e9s, A., Franch, A., Coiduras, J.,","_links":{"self":[{"href":"http:\/\/www.erims.udl.cat\/index.php\/wp-json\/wp\/v2\/pages\/112"}],"collection":[{"href":"http:\/\/www.erims.udl.cat\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/www.erims.udl.cat\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/www.erims.udl.cat\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.erims.udl.cat\/index.php\/wp-json\/wp\/v2\/comments?post=112"}],"version-history":[{"count":16,"href":"http:\/\/www.erims.udl.cat\/index.php\/wp-json\/wp\/v2\/pages\/112\/revisions"}],"predecessor-version":[{"id":718,"href":"http:\/\/www.erims.udl.cat\/index.php\/wp-json\/wp\/v2\/pages\/112\/revisions\/718"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/www.erims.udl.cat\/index.php\/wp-json\/wp\/v2\/media\/193"}],"wp:attachment":[{"href":"http:\/\/www.erims.udl.cat\/index.php\/wp-json\/wp\/v2\/media?parent=112"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}