Soledad Rappoport
Biographic Data
| ID | 6659991 |
|---|---|
| NAME | Soledad Rappoport |
| GIVEN NAMES | Soledad |
| FAMILY NAME | Rappoport |
| SIGNATURE | RAPPOPORT S |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0002-4752-3453 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Perceptions of the Teaching Profession and Its Professionalisation in Spain
The article is based on a novel theoretical framework for studying the teaching profession and its professionalisation from a broad view of Education as a common field in which many different actors take part. The way the field of Education is (re)produced is rarely researched. Rather, its current order is assumed as valid, ignoring the infighting between different actors to control and legitimise particular areas of knowledge, know‐how and pract…
Digitalización de los Centros Educativos y Uso de Teléfonos Móviles en el Aula. Análisis del Caso Español
Ante la pandemia del Covid-19, múltiples contextos educativos experimentaron una repentina y acelerada transformación digital. Pero este impulso no es nuevo. Desde hace años en España se vienen diseñando y experimentando iniciativas públicas y privadas en esta dirección. En este sentido, el rol y uso que se hace de los teléfonos móviles en las aulas ha sido un aspecto clave y controvertido. El objetivo del presente trabajo ha sido analizar la com…
Understanding inclusion support systems: Three inspiring experiences / Comprendiendo los sistemas de apoyo para la inclusión: tres experiencias inspiradoras
This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identificati…
Understanding inclusion support systems: Three inspiring experiences / Comprendiendo los sistemas de apoyo para la inclusión: tres experiencias inspiradoras
This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identificati…
Understanding inclusion support systems: Three inspiring experiences / Comprendiendo los sistemas de apoyo para la inclusión: tres experiencias inspiradoras
This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identificati…
Digitalización de los Centros Educativos y Uso de Teléfonos Móviles en el Aula. Análisis del Caso Español
Ante la pandemia del Covid-19, múltiples contextos educativos experimentaron una repentina y acelerada transformación digital. Pero este impulso no es nuevo. Desde hace años en España se vienen diseñando y experimentando iniciativas públicas y privadas en esta dirección. En este sentido, el rol y uso que se hace de los teléfonos móviles en las aulas ha sido un aspecto clave y controvertido. El objetivo del presente trabajo ha sido analizar la com…
Perceptions of the Teaching Profession and Its Professionalisation in Spain
The article is based on a novel theoretical framework for studying the teaching profession and its professionalisation from a broad view of Education as a common field in which many different actors take part. The way the field of Education is (re)produced is rarely researched. Rather, its current order is assumed as valid, ignoring the infighting between different actors to control and legitimise particular areas of knowledge, know‐how and pract…
Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Affect (linguistics) (1 works) · Art (1 works) · Articulation (sociology) (1 works) · Collaborative Teaching and Inclusion (1 works) · Context (archaeology (1 works) · Digital literacy in education (1 works) · Diversity (politics (1 works)