Planta ordinaria
Calcagni, Elisa
Profesora Asistente
Es Ph.D en Educación de la Universidad de Cambridge, Reino Unido. Sus líneas de investigación se enfocan en el desarrollo profesional docente, la indagación docente, y el desarrollo de prácticas dialógicas de enseñanza y aprendizaje en distintos niveles educativos y asignaturas.
Principales áreas de estudio: Desarrollo profesional docente, indagación docente, prácticas de aula, enseñanza dialógica
Educación
| Título profesional | Institución que lo otorga | Año |
|---|---|---|
| Doctor of Philosophy (PhD) | University of Cambridge | 2020 |
| Magister en Psicología, mención Psicología Educacional | Pontificia Universidad Católica de Chile | 2012 |
| Psicóloga | Pontificia Universidad Católica de Chile | 2011 |
Docencia y formación de investigadores
| Años | Tipo | Nombre | Rol |
|---|---|---|---|
| 2015-202 | Proyecto | Professional dialogues to foster dialogic pedagogy in mathematics: Design and test of a school-run teacher professional development programme | Investigadora doctoral |
Publicaciones
| Autor | Año | Título | Revista | Volumen | Páginas | DOI |
|---|---|---|---|---|---|---|
| Calcagni, E., Ahmed, F., Trigo-Clapes, A. L., Kershner, R., & Hennessy, S. | 2023 | Developing dialogic classroom practices through supporting professional agency: Teachers? experiences of using the T-SEDA practitioner-led inquiry approach | Teaching and Teacher Education | 126 | 10.1016/J.TATE.2023.104067 | |
| Gröschner, A., Calcagni, E., Klaß, S., Hickethier, F. | 2022 | Unterrichtsgespräche als Core Practices? Lernen im Learning to Teach-Lab: Science [¿Diálogo de aula como “core practice”? Aprender en el Learning to Teach-Lab: Science] | Journal für LehrerInnen Bildung [Revista de formación docente] | 22 (3) | 44-57 | 1https://doi.org/10.35468/jlb-03-2022-03 |
| Hennessy, S., Kershner, R., Calcagni, E., & Ahmed, F. | 2021 | Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach | Review of Education | 9 (3) | https://doi.org/10.1002/rev3.3269 | |
| Hennessy, S., Calcagni, E., Leung, A., & Mercer, N. | 2021 | An analysis of the forms of teacher-student dialogue that are most productive for learning | Language and Education | 37 (2) | 186–211 | 10.1080/09500782.2021.1956943 |
| Vrikki, M., Kershner, R., Calcagni, E., Hennessy, S., Lee, L., Hernández, F., Estrada, N., & Ahmed, F. | 2019 | The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue | International Journal of Research & Method in Education | 42 (2) | 185-203 | http://doi.org.10.1080/1743727X.2018.1467890 |
| Preiss, D. D., Grau, V., Torres Irribarra, D., & Calcagni, E. | 2018 | Metacognition, self- regulation, and autonomy support in the Chilean mathematics classroom: An observational study | New Directions for Child and Adolescent Development | 1–22 | 1-22 | http://doi.org/10.1002/cad.20260 |
| Calcagni, E., & Lago, L. | 2018 | The Three Domains for Dialogue: a framework for analysing and promoting dialogic teaching and learning | Learning, Culture and Social Interaction | 18 | 1-12 | https://doi.org/10.1016/j.lcsi.2018.03.001 |
| Grau, V., Calcagni, E., Preiss, D. D., & Ortiz, D. | 2017 | Teachers’ professional development through university-school partnerships: theoretical standpoints and evidence from two pilot studies in Chile | Cambridge Journal of Education | 47 (1) | 19-36 | http://doi.org/10.1080/0305764X.2015.1102867 |
| Preiss, D. D., Calcagni, E., Grau, V. | 2015 | Classroom research and child and adolescent development in South America | New Directions in Child and Adolescent Development | 147 | 85-92 | https://doi.org/10.1002/cad.20093 |
| Preiss, D. D., Calcagni, E., Espinoza, A. M., Gómez, D., Grau, V., Guzmán, V. Müller, M. Ramírez, M. F., Volante, P. | 2014 | Buenas Prácticas Pedagógicas Observadas en el Aula de Segundo Ciclo Básico en Chile | Psykhé | 23 (2) | 1-12 | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200002&lng=es&tlng=es. |
| Autor | Año | Título de capítulo | Editores | Título de libro | Páginas | Editorial | DOI / URL |
|---|---|---|---|---|---|---|---|
| Gröschner, A., Klaß, S. & Calcagni, E. | 2024 | Productive Classroom Talk as a Core Practice: Promoting Evidence-Based Practices in Teacher-Student Interaction in Preservice Teacher Education. | P. Grossman & U. Fraefel | Core Practices from a Global Perspective. | Harvard Education Press. | https://hep.gse.harvard.edu/9781682538685/core-practices-in-teacher-education/ | |
| Calcagni, E., Grau, V., Cortez, M., & Gómez, D. | 2021 | What we can name in the classroom | Mesiti, C. Michèle Artigue, Hilary Hollingsworth, Yiming Cao, David Clarke | Teachers Talking about their Classrooms. Learning from the Professional Lexicons of Mathematics Teachers around the World | Routledge | https://doi.org/10.4324/9780429355622 | |
| Grau, V., Calcagni, E., Cortez, M., Gómez, D., Díaz, G., Araya, C., & Preiss, D. D. | 2021 | Chilean Lexicon. | C. Mesiti, M. Artigue, H. Hollingsworth, Y. Cao, & D.J. Clarke | Teachers talking about their classrooms: Learning from the professional lexicons of mathematics teachers around the world | Routledge | https://doi.org/10.4324/9780429355622 | |
| Kershner, R., Dowdall, K., Hennessy, S., Owen, H., & Calcagni, E. | 2020 | Teachers as "natural experimenters": Using T-SEDA to develop classroom dialogue. | In E. Hargreaves and L. Rolls | Reimagining Professional Development in Schools. | Routledge. | https://www.routledge.com/Reimagining-Professional-Development-in-Schools/Hargreaves-Rolls/p/book/9780367264512 |
