2026
McCulloch, A., Loeser, C., & Bageas, R. (2026). Does the viva matter? PhD student experiences of the oral examination and its contribution to examination outcome and researcher development. Assessment & Evaluation in Higher Education, 51(4), 649–664. https://doi.org/10.1080/02602938.2025.2566652
Meneses Pinto, C., Liesa, E., & Mayoral, P. (2026). Understanding teachers’ professional dialogue in an inquiry community: discursive patterns for research-informed inclusive practice. Professional Development in Education, 1–18. https://doi.org/10.1080/19415257.2026.2692415
Sala-Bubaré, A., Garcia-Morante, M., Díaz-Villalba, L., Weise, C., & Castelló, M. (2026). The role of parenthood in shaping PhD holders’ careers beyond academia: A gender perspective. Higher Education Quarterly. https://doi.org/10.1111/hequ.70092
Sandoval-Obando, E., Fuentes-Vilugrón, G., Castellanos-Alvarenga, L., Etchegaray-Pezo, P., & Lamas-Aicon, M. (2026). Teaching Engagement and Technostress Among Primary and Secondary School Teachers: A Systematic Review. Education Sciences, 16(3), 422. https://doi.org/10.3390/educsci16030422
2025
Espinoza, J. A., Morodo, A., & Weise, C. (2025). Posiciones identitarias de los niños y niñas hospitalizados frente a la situación de enseñanza hospitalaria. En Santiago (pp. 339–353).
Franch Aguiló, A., & Monereo, C. (2025). The university student as partner: Its mediating role in the transition towards a professional identity. Journal of University Teaching and Learning Practice, 22(2). https://doi.org/10.53761/rtnegq42
Garcia-Morante, M., Castelló, M., & Monereo, C. (2025). A dialogical approach to unveil hybrid researcher identities of educational PhD holders. Higher Education Research & Development, 1–18. https://doi.org/10.1080/07294360.2025.2526076
Gutiérrez-González, M., & Álvarez-Valdivia, I. M. (2025). Intercultural communicative competence: Inclusive teaching practices in vulnerable educational contexts in Catalonia. Revista CS, 46, a02. https://doi.org/10.18046/recs.i46.02
Iddings, A. C. D. S., Lamas, M., Rojas, C. L. A., & Vasquez, K. M. (2025). Educating teachers toward immigrant empowerment and liberation in the United States and Chile: A funds of knowledge perspective. American Journal of Community Psychology, 75(3-4), 462-474. https://doi.org/10.1002/ajcp.12797
McCulloch, A. (2025). Policy, regulation and pedagogy: a brief history of supervisor development and training in Australia and the United Kingdom. Studies in Continuing Education, 1–20. https://doi.org/10.1080/0158037X.2025.2584208
Medina-Gual, L., & Monereo, C. (2025). Self-positions in student teachers’ perceptions of assessment. Assessment & Evaluation in Higher Education, 50(5), 694–704. https://doi.org/10.1080/02602938.2025.2452344
Meneses Pinto, C., & Liesa, E. (2025). Development of Teacher Identity Towards Inclusive Voices. A Case Study. The Journal of Experimental Education, 1–19. https://doi.org/10.1080/00220973.2025.2453176
Weise, C., Bretones, E., Martínez Lozano, V. M., & Aguilar, G. F. (2025). Posiciones identitarias del profesorado frente a situaciones de emergencia social: Aprender en tiempos de crisis. Revista Electrónica Interuniversitaria de Formación del Profesorado, 28(1), 1–13. https://doi.org/10.6018/reifop.639551
2024
Contreras González, N., Liesa Hernández, E., Mayoral Serrat, P., & Toom, A. (2024). Aprendre a ser mestres a Catalunya i Finlàndia: aspectes comuns i diferenciadors. Àmbits de Psicopedagogia i Orientació, (61), 72-91. https://raco.cat/index.php/AmbitsAAF/article/view/435861.
Díaz-Villalba, L. & Castelló, M. (2024). Formación doctoral en Paraguay: situación actual y retos pendientes. Revista Iberoamericana de Educación superior, 15(44), 73–91. https://doi.org/10.22201/iisue.20072872e.2024.44.1891
Garcia-Morante, M., Weise, C., Díaz-Villalba, L.K. & Castelló, M. (2024). Strengths and weaknesses of PhD training to develop alternative careers. Insights from PhD holders working beyond academia. Studies in Graduate and Postdoctoral Education. https://doi.org/10.1108/SGPE-12-2023-0115
Hernández-Morales, C., Monereo Font, C., & Weise, C. (2024). ¿Por qué decidí dedicarme a la docencia? Las voces y posiciones identitarias en profesores en formación de Educación Primaria. Revista de Estudios y Experiencias en Educación, 23(53), 210–226.
Lin, C., Weise, C., & Álvarez-Valdivia, I. M. (2024). Cross-cultural experiences: Voices of Chinese doctoral students at a Spanish university. International Journal of Chinese Education, 13(3).
Mason, S., Frick, L., Castelló, M., Cheng, W., Chong, S. W., Díaz Villalba, L., García-Morante, M., Sum Kong, M., Sakurai, Y., Shojaeian, N., Spronken‑Smith, R. & Weise, C. (2024). Prominence, Promotion and Positioning of the ‘Thesis by Publication’ in Six Countries. Higher Education Policy, 1-21. https://doi.org/10.1057/s41307-024-00350-7
Medina-Gual, L., & Monereo, C. (2024). Diálogo y desarrollo: Perspectivas y aplicaciones de la teoría del self dialógico en contextos educativos. DIDAC, 83, 84–91. https://doi.org/10.48102/didac.2024.83_JUL-DIC.155
Monereo, C. (2024). El protagonista de” El túnel”, de Ernesto Sabato, un demente, un asesino o un novelista? Un análisis desde la Dialogical Self Theory y la hermenéutica literaria. Itinerarios, (39), 151-170. https://doi.org/10.7311/ITINERARIOS.39.2024.08 .
Sala-Bubaré, A., Garcia-Morante, M., Castelló, M., & Weise, C. (2024). PhD holders’ working conditions and job satisfaction in Spain: A cross-sector comparison. Higher Education Research & Development, 1-15. https://doi.org/10.1080/07294360.2024.2347611
Weise, C., & Rojos Sasso, P. (2024). Neither student nor teacher? Possible selves in the development of faculty identity during the practicum. Journal for the Study of Education and Development, 47(4), 768–795. https://doi.org/10.1177/02103702241286402
2023
Álvarez, I., Manero, B., Modoro, A., Suñé-Soler, N., & Henao, C. (2023). Immersive Virtual Reality to improve competence to manage classroom climate in secondary schools. Educación XX1, 26(1), 249-272. https://doi.org/10.5944/educxx1.33418
Castelló, M., García-Morante, M., Díaz-Villalba, L., Sala-Bubaré, A., & Weise, C. (2023). Doctoral trends development in Spain: From academic to professional paths. Innovations in Education and Teach, 60(5), 736-747. https://doi.org/10.1080/14703297.2023.2237958
Cronshaw, S., Stokes, P., & McCulloch, A. (2024). Outside looking in: Gendered roles and the wellbeing of working student mothers studying for a part-time PhD. Higher Education Quarterly, 78, 608–624. https://doi.org/10.1111/hequ.12471
Monereo, C. (2023). Aprender de las crisis. Los incidentes críticos como metodología para educar, también, emocionalmente. Revista Internacional De Educación Emocional Y Bienestar, 3(1), 15–37. https://doi.org/10.48102/rieeb.2023.3.1.43
Monereo, C., & Hermans, H. (2023). Education and dialogical self: State of the art. Journal for the Study of Education and Development, 46(3), 445–491. https://doi.org/10.1080/02103702.2023.220156
Weise, C., Suñe-Soler, N., Corcelles, M., Sala-Bubaré, A., & Castelló, M. (2023). Unveiling the Emotional Turmoil: How Covid-19 impacted researchers and the pursuit of emotional well-being in academia. bioRxiv, 2023-11.
2022
Aguayo-González, M., & Weise, C. (2022). Career transition and identity development in academic nurses: A qualitative study. Journal of Constructivist Psychology, 35(4), 1371-1389. https://doi.org/10.1080/10720537.2021.1936711
McCulloch, A. (2022). Serendipity in doctoral education: the importance of chance and the prepared mind in the PhD. Journal of Further and Higher Education, 46(2), 258–271. https://doi.org/10.1080/0309877X.2021.1905157
Ortiz-Mallegas, S., Carrasco-Aguilar, C., & Lamas-Aicón, M. (2022). Luchando por lo colectivo: significados de profesores organizados. Revista Brasileira de Educação, 27, e270040. https://doi.org/10.1590/S1413-24782022270040
2021
McAlpine, L., Skakni, I., Sala-Bubaré, A., Weise, C., & Inouye, K. (2021). Examining cross-national research teamwork: Revealing rewards and challenges. Qualitative Research Journal, 21, 361-374. https://doi.org/10.1108/QRJ-06-2020-0067
Pabón, K., Weise, C., Guzmán, C., & León-Ron, V. (2021). Identity of the Teaching Staff: Significant Events in Its Construction from the Practice of University Teaching. Universal Journal of Educational Research, 9(4), 799-805.
Weise, C., Alvarez, I. M., & Sarapura, N. (2021). Designing a deep intercultural curriculum in higher education: co-constructing knowledge with Indigenous women. AlterNative: An International Journal of Indigenous Peoples, 17(2), 335-345. https://doi.org/10.1177/117718012110190