No. 1 (2017)

View No. 1 (2017)
Published: 2024-10-10

Full Issue

Preliminares

  • Preliminary

    Ana María Hernández Carretero
    1-4
    DOI: https://doi.org/10.17398/

Artículos

  • Achievements, difficulties and challenges of teaching and research in Social Science Education

    Ana María Aranda Hernando, Esther López Torres
    5-23
    DOI: https://doi.org/10.17398/2531-0968.01.5

  • Relevant social problems in the primary classroom: the "cartography of the controversy" as a method.

    Naira Díaz Moreno, María del Mar Felices de la Fuente
    24-38
    DOI: https://doi.org/10.17398/2531-0968.01.24

  • Images about citizenship education in initial teacher education.

    Marta Estelles Frade
    39-53
    DOI: https://doi.org/10.17398/2531-0968.01.39

  • Know, know to do, know to be a teacher

    Azucena Hernández-Sánchez
    54-70
    DOI: https://doi.org/10.17398/2531-0968.01.54

  • Ict resources and thematic mapping in the teaching and learning of European Regional Geography

    Xosé Carlos Macía Arce, Francisco Rodríguez Lestegás, Francisco Xosé Armas Quintá
    71-85
    DOI: https://doi.org/10.17398/2531-0968.01.71

  • Accessing the Past: Epistemic Beliefs about History in Social Studies Pre-Service Teachers.

    Diego Miguel-Revilla, María Teresa Carril, María Sánchez-Agustí
    86-101
    DOI: https://doi.org/10.17398/2531-0968.01.86

  • Critical Literacy, Social Invisibility and Gender in the Training of Primary Education Teachers.

    Delfín Ortega Sánchez, Joan Pagès Blanch
    102-117
    DOI: https://doi.org/10.17398/2531-0968.01.118

  • Building History corner: analysis of an experience with preservice teachers of Early Childhood Education.

    María Puig Gutiérrez
    118-131
    DOI: https://doi.org/10.17398/2531-0968.01.102

  • Strategies for problem-based learning in teacher training. Case studies.

    Diego García Monteagudo, Carlos Fuster García, Xosé Manuel Souto González
    132-147
    DOI: https://doi.org/10.17398/2531-0968.01.132