Vol. 31 (2025)

Published January 29, 2025

Artículos Convocatoria General

Sacha Rincón Quiroz, Fabián Esteban Lizana Vásquez

The conflict does have gender: review of the impact offorced displacement on Colombian women

https://doi.org/10.22352/saustral20253104%20

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Nicole Abricot Marchant, Carmen Gloria Zúñiga , Carolina García González, María Elena Abarca- Salinas, Esteban Vicencio Callejas

What do future teachers think and belief about migration? Projections for Initial Teacher Education

https://doi.org/10.22352/saustral20253105

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Juan José Salinas Valdés, Katherine López Jiménez, Delfín Ortega Sánchez

Citizen council in primary education. Democratic school coexistence and citizenship education in northern Chile

https://doi.org/10.22352/saustral20253107

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Jose Francisco Perez Quintero

Change in university students’ implicit theories about writing academic: an experiential analysis in initial teacher training

https://doi.org/10.22352/SAUSTRAL20253111

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Paulina Aguayo Yáñez, Anita Ferreira Cabrera

Epistemic writing in the chilean educational system: perception of teachers

https://doi.org/10.22352/SAUSTRAL20253102

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Magnolia Chaparro-López, Mario Garay-Aguilar, Luis Vargas-Fernández, Paula Díaz-Hernández, Constanza Salinas-Soto

Initial Teacher Training in Special Education: Perceptions of Teachers Working in the Magallanes and Chilean Antarctica region

https://doi.org/10.22352/SAUSTRAL20253101

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Joel Parra Díaz, Andrés Sáez Geoffroy, Miriam León Herrera

Beliefs about democracy, good citizenship, and civic life among first-year Pedagogy students

https://doi.org/10.22352/saustral20253103%20

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Articulos Dossier

Pamela Alarcón Chávez, Teresa Sanhueza

Critical friendship in mathematics teacher education:: a collaborative self-study of two practicum supervisors

https://doi.org/10.22352/saustral20253106

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Alicia Zamorano Vargas, Noemí Pizarro

Teachers training teachers: narratives about the construction of the mathematical identity of the MTE

https://doi.org/10.22352/saustral20253108%20

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Víctor Parra González

Embracing neurodivergency: A self-study of a mathematics teacher educator

https://doi.org/10.22352/SAUSTRAL20253112

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