2016 Yearbook - Universidad ORT Uruguay

54 2016 Yearbook Rodríguez Zidán, C. E. Rodríguez Zidán, C. E., & Grilli Silva, J. (2016). Reframing teaching practice in initial teacher education. Reflections on the collaborative resonance model. GestiónArte, (3), 11–17. Retrieved from http://goo.gl/WtGMVV Rodríguez Zidán, C. E., & Grilli Silva, J. (2016). Challenges of the collaborative resonance practice model in initial teacher education. Educar em Revista, (62), 199-227. Retrieved from http://revistas.ufpr.br/educar/ article/view/46406/29855 Rodríguez Zidán, C. E., & Vázquez, M. I. Rodríguez Zidán, C. E., & Vázquez, M. I. (2015). Study of pedagogical and inclusion practices in vulnerable contexts in Uruguayan schools from a multi-case approach. Inclusiones Journal. Journal of Humanities and Social Sciences, 2 (4), 133-160. Rodríguez Zidán, C. E., & Vázquez, M. I. (2016). Qualitative study of pedagogical practices and social inclusion strategies in Uruguayan schools. Analysis of the representations and meanings of novice and expert teachers / Qualitative study about pedagogical practices and social inclusion strategies in Uruguayan schools. Analysis of early-career and expert teachers’ representations and significances. Advances in Educational Supervision, (25), 1-36. Retrieved from http://www.adide.org/revista/index.php/ase/issue/view/3 Scaffo Erviti, S. Scaffo Erviti, S. (2016). Focusing on learning: alternatives for managing space and time in teacher education. GestiónArte, (3), 18-23. Retrieved from http://goo.gl/WtGMVV. Peer-reviewed articles, published in peer-reviewed journals / Institute of Education PUBLICATIONS BY FACULTY MEMBERS 2016