María Ainhoa Zabalza Cerdeiriña
Biographic Data
| ID | 2014738 |
|---|---|
| NAME | María Ainhoa Zabalza Cerdeiriña |
| GIVEN NAMES | María Ainhoa Zabalza |
| FAMILY NAME | Cerdeiriña |
| SIGNATURE | CERDEIRIÑA M A Z |
| AFFILIATIONS | Universidade de Vigo |
| ORCID | 0000-0003-3713-5163 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
‘We Get There Together, Not Alone’
Thinking about education from an inclusive perspective constantly forces us to reconsider the way in which we appropriate the curriculum, plan the didactic process and put students at the centre of learning. But also to consider educational policies and administrative supports or social, inter‐institutional and community supports. This study aims to analyse the various forms of support that foster the development of inclusive education, with a pa…
Myths and Realities of Rural Schools. The Voice of Families and Teachers
Introduction. By invoking Shakespeare's famous query, 'to be or not to be, that is the question,' this study examines rural schools by exploring the beliefs and myths surrounding them and contrasting these perceptions with the realities of daily life in 6 unitary rural schools located in the northwest of Spain. Aims. This study aims to listen to and shed light on the perspectives and feelings of families and teachers in rural schools with multi-g…
Coreografías didácticas institucionales y calidad de la enseñanza
Enseñar es “the intencional arrangement of situations in which apropiate learning will occur” (Menges,1997). Partiendo de ese principio, muchas de las miradas y de las prácticas educativas han ido cambiando el foco, trasladando el protagonismo de lo que el docente decía o hacía a lo que los estudiantes hacen en ambientes de aprendizaje especialmente preparados para enriquecer su experiencia y orientar su aprendizaje. Las coreografías, metáfora to…
No prominent works on this page.
Coreografías didácticas institucionales y calidad de la enseñanza
Enseñar es “the intencional arrangement of situations in which apropiate learning will occur” (Menges,1997). Partiendo de ese principio, muchas de las miradas y de las prácticas educativas han ido cambiando el foco, trasladando el protagonismo de lo que el docente decía o hacía a lo que los estudiantes hacen en ambientes de aprendizaje especialmente preparados para enriquecer su experiencia y orientar su aprendizaje. Las coreografías, metáfora to…
Myths and Realities of Rural Schools. The Voice of Families and Teachers
Introduction. By invoking Shakespeare's famous query, 'to be or not to be, that is the question,' this study examines rural schools by exploring the beliefs and myths surrounding them and contrasting these perceptions with the realities of daily life in 6 unitary rural schools located in the northwest of Spain. Aims. This study aims to listen to and shed light on the perspectives and feelings of families and teachers in rural schools with multi-g…
‘We Get There Together, Not Alone’
Thinking about education from an inclusive perspective constantly forces us to reconsider the way in which we appropriate the curriculum, plan the didactic process and put students at the centre of learning. But also to consider educational policies and administrative supports or social, inter‐institutional and community supports. This study aims to analyse the various forms of support that foster the development of inclusive education, with a pa…
Sociology (2 works) · Action (physics) (1 work) · Action research (1 work) · Art (1 work) · Cartography (1 work) · Collaborative Teaching and Inclusion (1 work) · Diverse Music Education Insights (1 work) · Education and Teacher Training (1 work) · Education in Rural Contexts (1 work) · Education Systems and Policy (1 work)