Planta ordinaria
Calcagni, Elisa
Profesora Asistente
Es Ph.D en Educación de la Universidad de Cambridge, Reino Unido. Su investigación se centra en el desarrollo profesional docente a través de procesos de colaboración, indagación y reflexión. Investiga igualmente la ocurrencia y promoción de enfoques dialógicos de enseñanza y aprendizaje en distintos niveles educativos y asignaturas, incluyendo la formación inicial docente.
Principales áreas de estudio: Desarrollo profesional docente; Enseñanza dialógica; Indagación docente
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
| Nombre del curso | Sigla |
|---|---|
| Desarrollo y Aprendizaje del Adolescente | EDU0160 |
| Aprendizaje y Desarrollo del Escolar | EDU0315 |
| Años | Tipo | Nombre | Rol |
|---|---|---|---|
| 2024-2025 | Desafíos EduLab UC | Modelo de mentoría y colaboración pedagógica para la Red Pionero | Co-Investigadora |
| Co2020-2024 | Financiamiento del Ministerio de Educación y Cultura (Alemania) | Learning to Teach Lab: Science | Investigadora Postdoctoral |
| 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. & Hennessy, S. | - | Can Peer Facilitation Promote Classroom Dialogue at Scale? | Studia Paedagogica | 2025-2 | - | |
| Calcagni, E., Gröschner, A., & Klaß, S. | 2024 | How to Promote Dialogic Teaching During a Field Experience: A Quasi-Experimental Study of Preservice Teachers’ Perceptions of Video- and Simulation-based Learning | Pensamiento Educativo Latinoamericano | 61(2) | 1-12 | https://doi.org/10.7764/PEL.61.2.2024.6 |
| 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 | https://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 |
| Autor | Año | Título de capítulo | Editores | Título de libro | Páginas | Editorial | DOI / URL |
|---|---|---|---|---|---|---|---|
| Hennessy, S., Kershner, R., Ahmed, F., Calcagni, E., Trigo-Clapés, A. L., Brugha, M., & Edwards- | 2025 | Knowledge mobilisation through practitioner-led inquiry: A dialogic perspective. | Wyse, D., V. Baumfield, N. Mockler, & M. Reardon | International Handbook of Research-Informed Education Policy and Practice (Volume 2). | SAGE | https://doi.org/10.4135/9781473983953 | |
| 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 |
Compromiso
Gestión
- 2025-Actualidad: Editora Asociada revista PEL
- Representante en el consejo de facultad de los académicos/as asistentes de planta ordinaria
Impacto
- Miembro del comité editorial: Studia Paedagogica
- Miembro afiliado: “Cambridge Teacher Research Exchange”
