Libro de Actas. 2° Congreso de Educación y Pedagogía
Libro de Actas 2° Congreso de Educación y Pedagogía de la Universidad de Chile. CEDUP 2025 Santiago, Chile 15-17 enero 2025 165 Referencias Clarke, V., y Braun, V. (2017). Thematic analysis. Journal of Positive Psychology, 12 (3), 297 – 298. https://doi.org/10.1080/17439760.2016.1262613 Cochran-Smith, M., Stringer Keefe, E., y Carney, M. C. (2018). Teacher educators as reformers: competing agendas. European Journal of Teacher Education, 41 (5), 572 – 590. https://doi.org/10.1080/02619768.2018.1523391 Czerniawski, G., Guberman, A., y MacPhail, A. (2017). The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education, 40 (1), 127 – 140. https://doi.org/10.1080/02619768.2016.1246528 Czerniawski, G., Guberman, A., MacPhail, A., y Vanassche, E. (2024). Identifying school- based teacher educators’ professional learning needs: an international survey. European Journal of Teacher Education, 47(5), 1005 – 1020 . https://doi.org/10.1080/02619768.2023.2251658 Goos, M., y Beswick, K. (2021). The Learning and Development of Mathematics Teacher Educators. International perspectives . Springer. https://doi.org/10.1007/978-3-030- 62408-8 Kelchtermans, G., Smith, K., y Vanderlinde, R. (2018). Towards an ‘international forum for teacher educator development’: An agenda for research and action. European Journal of Teacher Education, 41 (1), 120 – 134. https://doi.org/10.1080/02619768.2017.1372743 Kidd, P., y Parshall, M. (2000). Getting the focus and the group: Enhancing analytical rigor in focus group research. Qualitative Health Research, 10 (3), 293 – 308. Loughran, J. (2014). Professionally Developing as a Teacher Educator. Journal of Teacher Education, 65 (4), 271 – 283. https://doi.org/10.1177/0022487114533386 MacPhail, A., Ulvik, M., Guberman, A., Czerniawski, G., Oolbekkink-Marchand, H., y Bain, Y. (2019). The professional development of higher education-based teacher
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