Georgeta Ion

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Universitat Autònoma de Barcelona (UAB)

Spain

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Recent Grants

Grant: Close

Market testing of tools and support materials for developing evidence-informed inclusive education practice in Catalan Schools (Spain)

Open Date: 2023-03-01

Close Date: 2024-02-01

Grant: Close

Equip de Desenvolupament Organitzatiu

Open Date: 2022-01-01

Close Date: 2024-12-01

Grant: Close

Quality Essential Skills for Teachers in Online Learning

Open Date: 2021-04-01

Close Date: 2023-05-01

Grant: Close

D-Eva: Practical skills evaluation with digital technologies in teacher education

Open Date: 2021-03-01

Close Date: 2023-08-01

Grant: Close

Evidence Informed Practice for School Inclusion

Open Date: 2020-10-01

Close Date: 2023-08-01

Articles (15)

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2024

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2024

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2024

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2024

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2023

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2023

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2022

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2022

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2022

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2022

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2021

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2021

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SPAIN

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Cecilia Inés Suárez

Universitat Autònoma de Barcelona (UAB)

SPAIN

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Cristina Mercader

Universitat Autònoma de Barcelona (UAB)

SPAIN

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Marta Kowalczuk-Walędziak

PhD/AssociateProfessor (with habilitation)

Uniwersytet Przyrodniczy w Poznaniu

POLAND

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Christopher David Brown

Professor in Education

University of Durham

UNITED KINGDOM

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Georgeta Ion

Research Interests

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Contact this professor

Recent Grants

Articles (15)

Unlocking the potential of research‐informed practice: Insights into benefits, challenges, and significance among teachers in Catalonia, Poland, and England

Empowering Teachers: Self-Regulated Learning Strategies for Sustainable Professional Development in Initial Teacher Education at Higher Education Institutions

Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain

Contribution of peer-feedback to the development of teamwork skills

Towards a model for success: Exploring the motivations and factors driving research-engaged teachers

Making steps towards improved fairness in group work assessment: The role of students’ self- and peer-assessment

What do we know so far about the research-teaching nexus in Initial Teacher Training? Findings from a systematic review

Making Peer-Feedback more Efficient: What Conditions of its Delivery Make the Difference?

Teachers’ perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection

Achieving Research-Informed Practice Amongst Teachers in Madrid and Catalonia: Findings From a Quantitative Analysis

Práctica educativa informada por la investigación

Evidence-Informed Educational Practice in Catalan Education: From Public Agenda to Teachers’ Practice

Factores en deserción de la práctica profesional de estudiantes de Liceos Técnico Profesionales en Chile.

How Do Prospective Teachers Understand Educational Research?

Factors influencing students’ peer feedback uptake: instructional design matters

Collaborators (9)

CARME ARMENGOL ASPARÓ

Mar Duran-Bellonch

Anna Díaz-Vicario

José-Luís Muñoz-Moreno

David Rodríguez-Gómez

Cecilia Inés Suárez

Cristina Mercader

Marta Kowalczuk-Walędziak

Christopher David Brown

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