No. 51 (2024): Mentoring for Beginning Teachers and Educators

Ana María Martín Cuadrado y Eladio Bodas González (eds.)

DOI: https://doi.org/10.5944/rdh.51.2024

Published: 2024-05-15

Monograficos

Presentation of the Monograph “Mentoring for Beginning Teachers and Educators”

Ana María Martín-Cuadrado, Eladio Bodas González

11-18
- PDF (Español)
Tutoring in the permanent training of teachers in diverse and complex sociocultural contexts

Guillermo Williamson Castro

19-39
- PDF (Español)
The Academic Success of Romani Students: An Unresolved Challenge

José Eugenio Abajo Alcalde

41-72
- PDF (Español)
Educational Plan for the Polígono Sur A Tool for Contextualizing Educational Policies in Areas of Social and Cultural Diversity

Mercedes Figueroa Abrio

73-102
- PDF (Español)
PROFEROM: concerning the gypsy issue into the teacher training process

Alina Martínez Sánchez, Leandra Vaz Fernandes Catalino Procopio, Tamara Benito Ambrona

103-127
- PDF (Español)
“Becoming a teacher” Theoretcial contributions to understand the dynamics of initiation

Valeria Bedacarratx

129-155
- PDF (Español)
Life stories of beginning teachers of popular classes: social vulnerabilities, experiential training and teaching authority

Jose Angelo Gariglio

157-180
- PDF (Español)
Strategies proposed from social education to prevent early school leaving

Sergio Jorge Fernández Ortega

181-205
- PDF (Español)
Teacher dropout from the narratives of novice teachers in intercultural school contexts

Marleen Adriana Westermeyer-Jaramillo, Luz Valoyes-Chavez

207-231
- PDF (Español)

Reseñas

Supporting Future Teachers: The Importance of Mentoring in Teacher Education

Francisco Manuel Marchal López

235-238
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