Vol. 29 No. 1 (2026): Formación continua y desarrollo profesional docente en el siglo XXI

Monografía

• Preparation of candidates for nursery and primary school teaching positions for entry into the civil service

  María González Romero, Olivia López Martínez, Maria Isabel De Vicente-Yagüe Jara

  1-14

  • pdf (Español (España))
• Faculty knowledge of Generative Artificial Intelligence. TPACK-based predictive model for the ethical integration of Generative Artificial Intelligence in Higher Education

  Julio Cabero-Almenara, Clara Esperanza Pedraza-Goyeneche, John Fredy-Montes, Antonio Palacios Rodríguez

  15-31

  • pdf (Español (España))
• Acceptance of immersive and non-immersive virtual reality in higher education: A comparative study based on the UTAUT2 model

  Julio Barroso-Osuna, Sandra Martínez-Pérez, Marta Montenegro-Rueda, Olga Buzón García

  33-47

  • pdf (Español (España))
• A Study of Special School Teachers’ Perceptions of the CRPD and Inclusive Education

  Jose Maria Rabal Alonso, Jose María Álvarez Martínez-Iglesias, jesus Molina Saorín

  49-64

  • pdf (Español (España))
• Digital Teaching Competence in the era of technological tools. Analysis from the self-perception of teachers in training

  Manuel Jacinto Roblizo Colmenero, María del Valle de Moya Martínez, Sergio Tirado-Olivares, Ramón Cózar Gutiérrez

  65-80

  • pdf (Español (España))
• Artistic-Musical Self-Concept of Pre-Service Primary Education Teachers: The Effect of Gender and Educational and Experiential Background Variables

  Héctor Archilla-Segade, Isidoro García Díaz, Francisco César Rosa-Napal, Vicente Castro-Alonso

  81-92

  • pdf (Español (España))
• Teacher training in the face of neuroscientific innovations in early learning

  Wilson Alexander Zambrano Vélez, Gioryi Augusto Sornoza Zavala, Karla Yaritza Belduma Cabrera, Erika Margoth Pintado Paltán

  93-105

  • pdf (Español (España))
• Determinants of Loyalty and Completion in MOOCs for Teacher Professional Development: An Integrated Model of Technology Acceptance

  José Luis Arquero Montaño, Carmen Fernández-Polvillo, Esteban Romero-Frías, Salvador del Barrio-García

  105-122

  • pdf (Español (España))
• Innovation or Resistance? A Comparative Study of Preservice Teachers’ Intention to Use Mobile Devices in Educational Assessment Using PLS-SEM

  Alberto Ortiz-López, José Carlos Sánchez-Prieto, Susana Olmos-Migueláñez

  123-142

  • pdf (Español (España))
• Perceived Academic Stress in University Students: According to Gender and Field of Study

  Jennifer Serrano García, Jorge Expósito-López, Eva María Olmedo-Moreno

  143-154

  • pdf (Español (España))
• Effects of service-learning and game-based learning on university students’ cooperative competencies

  José M. Rodríguez-Ferrer, Paula Rodríguez Rivera, Ana Manzano León

  155-168

  • pdf (Español (España))
• Children's scientific co-education with family support as inclusive practice

  Adrián Salvador Lara Garrido, Valentina Sosa, Rosario Mérida-Serrano, Mónica Vallejo-Ruiz

  169-180

  • pdf (Español (España))
• Autonomy support as a predictor of student engagement in higher education

  Cristina Cedillo - Quizhpe, José Miguel Arias Blanco , Joaquín Lorenzo Burguera Condon

  181-193

  • pdf EN (Español (España))
• Teacher training in entrepreneurship skills: an empirical study on the social policy of human development credit

  Olga Mayanza Paucar, Alexandra Marisol Barcia Maridueña, Sayonara Elizabeth Morejón Calixto, Gabriel Cristóbal Castro Ramírez

  195-226

  • pdf (Español (España))
• Perception of teachers working in schools with high and low levels of effectiveness in the Basque Autonomous Community (BAC), Spain

  Eider Oregui-González, Sandra Rodríguez-Miguel, Ana Aierbe-Barandiaran, Isabel Bartau-Rojas

  227-254

  • pdf EN (Español (España))