Panoramic views of academic literacy in the Ibero-American sphere: contributions to the quality of Higher Education Juan Antonio Núñez Cortés, María Constanza Errázuriz Cruz 1-8 DOI: https://doi.org/10.15366/tp2020.36.01 PDF (Español (España))
Undergraduate dissertations in Spanish and English: challenges of, and an attempt to improve, academic literacy in initial teacher education Aoife Kathleen Ahern, Alicia Hernando 9-24 DOI: https://doi.org/10.15366/tp2020.36.02 PDF (Español (España))
Student profile and performance in virtual peer feedback activities around postgrad-uate thesis chapters Hilda Difabio de Anglat, Guadalupe Alvarez 26-43 DOI: https://doi.org/10.15366/tp2020.36.03 PDF (Español (España))
Social representations of lecturers at a Chilean university regarding academic writing and its teaching and learning María Verónica Sánchez Gibbons 44-58 DOI: https://doi.org/10.15366/tp2020.36.04 PDF (Español (España))
Online collaborative writing. A study of shared textual review in initial teacher education Elia Saneleuterio, María Begoña Gómez-Devís 59-73 DOI: https://doi.org/10.15366/tp2020.36.05 PDF (Español (España))
Degree of academic literacy and writing practices in the framework of a degree program Alba Naroa Romero González, Manuela de las Nieves Álvarez Álvarez 74-90 DOI: https://doi.org/10.15366/tp2020.36.06 PDF (Español (España))
A formative intervention of Nebrija Writing Center at the Faculty of Social Sciences Alicia de la Peña Portero, Rocío Santamaría Martínez 91-103 DOI: https://doi.org/10.15366/tp2020.36.07 PDF (Español (España))
Team teaching in an academic literacy approach: effects in the disciplinary lecturers' training Lucía Natale 104-116 DOI: https://doi.org/10.15366/tp2020.36.08 PDF (Español (España))
The language of technologies in teacher education Nuria Andreu Ato, Rocío López-García-Torres, Elia Saneleuterio 116-128 DOI: https://doi.org/10.15366/tp2020.36.09 PDF (Español (España))
Teacher education: The path of university teaching in the Pedagogy BA Program at UAB/UECE Mayara Alves Loiola Pacheco, Rachel Rachelley Matos Monteiro, Alana Dutra do Carmo, Antonio Germano Magalhães Júnior 129-140 DOI: https://doi.org/10.15366/tp2020.36.10 PDF (Português (Brasil))
How to learn to read in an inclusive society? International and national contexts Carlos Rosales López 141-153 DOI: https://doi.org/10.15366/tp2020.36.11 PDF (Español (España))
Cooperative learning in multifactorial memory training programs for the elderly Cristina Vidal-Marti 154-163 DOI: https://doi.org/10.15366/tp2020.36.12 PDF (Español (España))
Interventions for learning reading in students with intellectual disabilities: a biblio-graphic study Marta Ojeda Budia, Diana Marín Suelves, Mercedes Romero Rodrigo 164-175 DOI: https://doi.org/10.15366/tp2020.36.13 PDF (Español (España))
Games based learning: incorporation of sustainable criteria through the circular economy María Esperanza Calvo Centeno, María Pilar López Portillo, María José Peset González, Eva Ropero Moriones 176-186 DOI: https://doi.org/10.15366/tp2020.36.14 PDF (Español (España))
Global projects. How to set up innovation processes in Secondary Education Maria José Pérez Albo, Alicia Gutiérrez Lacalle 187-199 DOI: https://doi.org/10.15366/tp2020.36.15 PDF (Español (España))
Didactic experience in Secondary Education. A bilingual PBL proposal for the development of key competences Diego Martínez López 200-215 DOI: https://doi.org/10.15366/tp2020.36.16 PDF (Español (España))
Accept our mistakes or condemn us not to learn Patricia Gema Pérez Matatoros 221-222 PDF (Español (España))
