Paula Mayoral
Biographic Data
| ID | 4249508 |
|---|---|
| NAME | Paula Mayoral |
| GIVEN NAMES | Paula |
| FAMILY NAME | Mayoral |
| SIGNATURE | MAYORAL P |
| AFFILIATIONS | Universitat Ramon Llull |
| ORCID | 0000-0002-8667-0560 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Inquiry-oriented professional teachers in Spain
This study examines how Spanish in-service teachers engage in inquiry-oriented professional practices and how perceived self-efficacy, attitudes, and values relate to that engagement. It addresses three forms of inquiry (systematic reflection, use of research, and conducting research) considered at both individual and collaborative levels. Using a cross-sectional design, 333 teachers completed the adapted and validated TIP-MapVa-IS questionnaire …
Understanding teachers’ professional dialogue in an inquiry community
This study examines how a group of preschool and primary school teachers in Spain, organised into a professional inquiry community, engage with research evidence to collaboratively reflect on and improve their inclusive practice. Using a qualitative case-study design, 16 sequences of professional dialogue were analysed to identify the discursive strategies and recurring patterns that structure collective inquiry and evidence-informed teacher lear…
Examining the difficulties and support during an inquiry-based practicum
An inquiry-based practicum promotes the development of an inquiring teacher practice involving cycles of planning-action-observation-reflection. This study explores the difficulties and support experienced by pre-service teachers during their participation in an inquiry-based practicum, also collecting the school mentor perceptions. The participants were 14 PSTs and their 14 school mentors. The instruments were semi-structured interviews and open…
Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students
Using video technology to support individual and collaborative reflection in pre-service teacher education is an increasingly common practice. This paper explores the type of teaching practice challenges identified by the pre-service teachers and the feedback provided during analysis by school mentors and university tutors through the use of the VEO app to supervise a teaching practicum. Student teachers selected and uploaded a short clip of thei…
A dialogical self approach to the conceptualisation of teacher-inquirer identity
Five ways of being a schoolteacher
This exploratory study consists of a description of the five schoolteachers’ identities that\nshowed five different configurations of teacher’s I-positions. Thirty-one participants were interviewed via a written survey, and data were analysed using qualitative and quantitative procedures. The findings revealed thirty I-positions held by the teachers, classified into nine\nbroader institutional positions. Additionally, five broad categories of “wa…
Student teachers' positioning with regard to their key learning experiences in the first practicum
This exploratory study consists of a description of which kind of key learning experiences student teachers’ have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction, socialization, conflicting between pre-existing conceptions and the reality, classroom management, a…
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A dialogical self approach to the conceptualisation of teacher-inquirer identity
Five ways of being a schoolteacher
This exploratory study consists of a description of the five schoolteachers’ identities that\nshowed five different configurations of teacher’s I-positions. Thirty-one participants were interviewed via a written survey, and data were analysed using qualitative and quantitative procedures. The findings revealed thirty I-positions held by the teachers, classified into nine\nbroader institutional positions. Additionally, five broad categories of “wa…
Student teachers' positioning with regard to their key learning experiences in the first practicum
This exploratory study consists of a description of which kind of key learning experiences student teachers’ have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction, socialization, conflicting between pre-existing conceptions and the reality, classroom management, a…
Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students
Using video technology to support individual and collaborative reflection in pre-service teacher education is an increasingly common practice. This paper explores the type of teaching practice challenges identified by the pre-service teachers and the feedback provided during analysis by school mentors and university tutors through the use of the VEO app to supervise a teaching practicum. Student teachers selected and uploaded a short clip of thei…
Examining the difficulties and support during an inquiry-based practicum
An inquiry-based practicum promotes the development of an inquiring teacher practice involving cycles of planning-action-observation-reflection. This study explores the difficulties and support experienced by pre-service teachers during their participation in an inquiry-based practicum, also collecting the school mentor perceptions. The participants were 14 PSTs and their 14 school mentors. The instruments were semi-structured interviews and open…
Inquiry-oriented professional teachers in Spain
This study examines how Spanish in-service teachers engage in inquiry-oriented professional practices and how perceived self-efficacy, attitudes, and values relate to that engagement. It addresses three forms of inquiry (systematic reflection, use of research, and conducting research) considered at both individual and collaborative levels. Using a cross-sectional design, 333 teachers completed the adapted and validated TIP-MapVa-IS questionnaire …
Understanding teachers’ professional dialogue in an inquiry community
This study examines how a group of preschool and primary school teachers in Spain, organised into a professional inquiry community, engage with research evidence to collaboratively reflect on and improve their inclusive practice. Using a qualitative case-study design, 16 sequences of professional dialogue were analysed to identify the discursive strategies and recurring patterns that structure collective inquiry and evidence-informed teacher lear…
Teacher Education and Leadership Studies (6 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Practicum (3 works) · Sociology (3 works) · Teacher education (3 works) · Computer Science (2 works) · Faculty Development (2 works) · Professional development (2 works)