Paula Escobedo Peiró
Biographic Data
| ID | 6659809 |
|---|---|
| NAME | Paula Escobedo Peiró |
| GIVEN NAMES | Paula Escobedo |
| FAMILY NAME | Peiró |
| SIGNATURE | PEIRÓ P E |
| AFFILIATIONS | Universitat Jaume I |
| ORCID | 0000-0001-5164-7320 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Strengthening Bonds
This study examines a shared family–university experiential learning activity implemented within an Early Childhood Education degree programme. Framed within an Emotional Education course, the initiative involved 464 participants and was analysed using a qualitative descriptive design based on open‐ended questionnaire responses. Findings reveal three interconnected dimensions: (1) emotional and relational experiences characterised by expansivenes…
Personal development of future teachers through resilience, emotional development and well-being using experiential learning
The purpose of this paper is to present the design, implementation and evaluation of the Personal Development through Resilience, Emotional Development and Well-being (PD-REW) project. This is a personal development project aimed at teachers in training, which contains elements of resilience, emotional development and well-being. It is based on the need to work on the personal development of teachers, so that they acquire content and strategies t…
Participatory assessment in higher education
Introducing assessment as learning content from a participatory perspective and not only as a qualification tool is a challenge and a pending subject in Spanish universities. Therefore, the aim was to: (1) describe the participatory assessment methods and the tools used by the teachers; (2) inquire about the conditions that facilitate and hinder the assessment practices analysed in higher education; and (3) analyse the proposals for improvement o…
Researching on inclusive education in Spain
Addressing the bridge between theory and practice in the field of inclusive education in Spain involves searching for strategies of knowledge mobilisation, and action research (AR) is one of them. This study explores how its practical development questions the roles that researchers adopt throughout the process. A content analysis of several focus groups raises questions about the challenges that researchers undertake, and the dilemmas they face …
Transformar la educación inclusiva
El estudio se centra en conocer qué elementos de la movilización del conocimiento condicionan la relación entre teoría y práctica en investigación y docencia sobre educación inclusiva. Se trata de un estudio descriptivo en el que participan 27 investigadores de 10 universidades españolas, a través de cuatro grupos focales. Los resultados se centran en tres componentes de la movilización del conocimiento: orientación al cambio; co-construcción del…
Educació emocional a l'escola inclusiva
de la publicaci ns i tot amb objectius comercials i tamb permet crear obres derivades, sempre que siguen distribudes amb aquesta mateixa llicncia
No prominent works on this page.
Educació emocional a l'escola inclusiva
de la publicaci ns i tot amb objectius comercials i tamb permet crear obres derivades, sempre que siguen distribudes amb aquesta mateixa llicncia
Transformar la educación inclusiva
El estudio se centra en conocer qué elementos de la movilización del conocimiento condicionan la relación entre teoría y práctica en investigación y docencia sobre educación inclusiva. Se trata de un estudio descriptivo en el que participan 27 investigadores de 10 universidades españolas, a través de cuatro grupos focales. Los resultados se centran en tres componentes de la movilización del conocimiento: orientación al cambio; co-construcción del…
Researching on inclusive education in Spain
Addressing the bridge between theory and practice in the field of inclusive education in Spain involves searching for strategies of knowledge mobilisation, and action research (AR) is one of them. This study explores how its practical development questions the roles that researchers adopt throughout the process. A content analysis of several focus groups raises questions about the challenges that researchers undertake, and the dilemmas they face …
Participatory assessment in higher education
Introducing assessment as learning content from a participatory perspective and not only as a qualification tool is a challenge and a pending subject in Spanish universities. Therefore, the aim was to: (1) describe the participatory assessment methods and the tools used by the teachers; (2) inquire about the conditions that facilitate and hinder the assessment practices analysed in higher education; and (3) analyse the proposals for improvement o…
Personal development of future teachers through resilience, emotional development and well-being using experiential learning
The purpose of this paper is to present the design, implementation and evaluation of the Personal Development through Resilience, Emotional Development and Well-being (PD-REW) project. This is a personal development project aimed at teachers in training, which contains elements of resilience, emotional development and well-being. It is based on the need to work on the personal development of teachers, so that they acquire content and strategies t…
Strengthening Bonds
This study examines a shared family–university experiential learning activity implemented within an Early Childhood Education degree programme. Framed within an Emotional Education course, the initiative involved 464 participants and was analysed using a qualitative descriptive design based on open‐ended questionnaire responses. Findings reveal three interconnected dimensions: (1) emotional and relational experiences characterised by expansivenes…
Citizen journalism (3 works) · Inclusive Education and Diversity (3 works) · Political science (3 works) · Sociology (3 works) · Computer Science (2 works) · Experiential learning (2 works) · Higher education (2 works) · Higher Education Teaching and Evaluation (2 works) · Participatory action research (2 works) · Pedagogy (2 works)