Dolors Cañabate

Biographic Data

ID6736376
NAMEDolors Cañabate
GIVEN NAMESDolors
FAMILY NAMECañabate
SIGNATURECAÑABATE D
AFFILIATIONSUniversitat de Girona
VERIFIEDNo
TOTAL WORKS9
TOTAL CITATIONS0
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Cyclical reflection on physical education instruction influences on pre-service teachers’ critical transformation

    Tong Zhou, Jordi Colomer et al.ARTICLEJournal of Education for Teaching…2026

    The purpose of this study is to demonstrate that pre-service teachers’ (PSTs’) critical reflection on professional physical education develops through structured experiential learning approaches. This quasi-experimental study involved two groups of PSTs: a teacher-directed group (n = 39) engaged in traditional reciprocal instruction activities, and an experimental group (n = 104) participating in contextualised cooperative physical education chal…

  • El desarrollo de la Expresión Corporal en España

    Open AccessGalo Sánchez-Sánchez, Carmen Padilla Moledo et al.ARTICLEApunts. Educacion Fisica y Deportes2026

    El desenvolupament de l’Expressió Corporal a Espanya ha estat estretament vinculat l’àmbit educatiu, especialment a la formació del professorat d’Educació Física. En aquest context, la trajectòria docent i investigadora de Mercè Mateu ha tingut una influència significativa en la consolidació de l’Expressió Corporal com a camp de coneixement i com a contingut específic de l’educació física, així com en la pràctica pedagògica orientada a la formaci…

  • Future teaching”

    Open AccessNicoletta Cappello, Dolors Cañabate et al.ARTICLEArts and Humanities in Higher…2026References: 6

    The present study aims at presenting and analyzing the impact of the embodied arts-based pedagogical experience “Future Teaching,” implemented through creative bodily practices focusing on kinesthetic and radical imagination, within Teacher Education. The study involved a group of 7 teacher-students in an artistic workshop of 3 hours about future teaching. It developed through a hybrid methodological approach, combining qualitative and artistic m…

  • Modes of self-reflection in physical education instruction

    Open AccessTong Zhou, Remigijus Bubnys et al.ARTICLEFrontiers in Education2025

    Purpose Self-reflection in physical education can effectively help teachers and students gain new insights and improve instruction. This study aims to conduct a specific analysis of research trends on self-reflection in physical education through scientometrics analysis, providing foundational material for teachers’ and students’ self-development. Methods A scientometric analysis was conducted using WOS and Scopus databases. The search terms were…

  • A rubric for pre-service teachers to evaluate meaningful physical education

    Open AccessDolors Cañabate, Dolors Cañabate Ortiz et al.ARTICLEFrontiers in Education2024

    This manuscript presents the definition, implementation, and validation of a new rubric for assessing and improving meaningful physical education activities in tertiary education: the Rubric for Meaningful Physical Education Assessment (MEANPE). We present the rubric's validation based on twelve international external experts' appraisals, and on the perception of 250+ pre-service teachers (PST). The manuscript presents the validity, correspondenc…

  • Dependence of Socio-Emotional Competence Expression on Gender and Grade for K5–K12 Students

    Open AccessTomas Butvilas, Remigijus Bubnys et al.ARTICLEEducation Sciences2022

    Socio-emotional education is referred to as the missing part that links academic knowledge to successes in school, family, community, workplace, and life. Socio-emotional education, in conjunction with academic instruction, aims to lay the groundwork for a sound moral education. This manuscript is aimed at proving that socio-emotional education may improve children’s mental health. In total, 1322 students (of grades K5–K12) participated in this s…

  • Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

    Open AccessDolors Cañabate, Dolors Cañabate Ortiz et al.ARTICLEEducation Sciences2021

    This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involve…

  • Fostering Critical Reflection in Primary Education through STEAM Approaches

    Open AccessMarcel Bassachs, Dolors Cañabate et al.ARTICLEEducation Sciences2020

    This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodolog…

  • Emotional Self-Regulation through Introjective Practices in Physical Education

    Open AccessDolors Cañabate, Dolors Cañabate Ortiz et al.ARTICLEEducation Sciences2020

    This study analyzed emotional self-regulation in relation to K-9 and K-10 school children’s emotional intelligence defined on three dimensions: Emotional attention, clarity of feelings, and emotional repair. The objective was to analyze the students’ perceptions of skills and capacities that promoted the awareness of emotions when performing introjective motor practices, i.e., motor skill exercises in which the inner logic provokes a process of s…