Tenured Scholars
Cox, Pilar
Associate Professor
Pilar Cox is an Associate Professor at the UC School of Education. She is a History and Geography Professor and Educational and Vocational Counselor at the same university. She holds a Master's degree in Education with a specialization in counseling from Teachers College, Columbia University, USA. She is currently a Ombuds from the UC.
Main areas of study: Classroom management; Pedagogical authority; Classroom interactions.
Education
| Job title | Institution that grants it | Year |
|---|---|---|
| Master of Education (Ed.M.), Counseling Psychology | Teachers College. Columbia University | 2000 |
| Educational and Vocational Counselor, Secondary Education | Pontifical Catholic University of Chile, Faculty of Education | 1992 |
| History, Geography and Civics Teacher | Pontifical Catholic University of Chile, Faculty of Education | 1990 |
Teaching and training of researchers
| Course name | Sigla |
|---|---|
| Management of heterogeneous classrooms | EDU0161 |
| Management and leadership in the classroom | EDU0316 |
| Course name | Sigla |
|---|---|
| Guidance and family | EDO1570 |
| Vocational and professional guidance | EDU3011 |
Research Projects
| Year | Type | Name | Role |
|---|---|---|---|
| 2024-2027 | Regular Fund | Dynamics of the Exercise and Recognition of Pedagogical Authority in Contemporary Secondary Education. Difficulties, Tensions, and Achievements in Different Socio-Educational Contexts. 2024-2027 | co-investigator |
| 2016-2020 | Regular Fund | Essays and attempts in the construction of pedagogical authority in beginning teachers of Secondary Education: meanings, processes, difficulties and achievements during the first years of professional practice. | co-investigator |
Publications
Recent
Author
Year
Title
Magazine
Volume
Pages
Cox-Vial, M. del P., Sabat-Donoso, GB, Zamora-Poblete, G. & Meza-Pardo, M.
2020
Beginning teachers: strategies to establish a relationship of pedagogical authority.
Magis, International Journal of Research in Education
15
1-22
Zamora, G., Meza, M & Cox, P.
2020
How recognized as an authority do beginning teachers feel and to what factors do they attribute this?
Education and Research
46
1-19
-
Zamora, G.; Meza, M. & Cox, P.
2018
Beginning teachers of Secondary Education in Chile. Despite the difficulties, what makes you stay as teachers?
Educational profiles
Vol. XI., No. 160
29-46
-
Meza, M.; Zamora, G. & Cox, P.
2017
Exercise of authority among secondary school teachers in Chile
Pedagogical Studies
VOL XLIII, N°2
221-235
-
Zamora, G.; Meza, M. & Cox-Vial, P.
2015
Where does Chilean teachers' authority come from? An analysis from students' perspectives
MAGIS, International Journal of Research in Education
7 (15)
63-80
-
Meza, M.; Cox, P. & Zamora, G
2015
What and how to observe interactions to understand the pedagogical authority of the teacher in his/her practice?
Education and Research
41, n.3
729-742
-
Book chapters
Author
Year
chapter title
Editors
Book Title
Pages
Editorial
DOI/Url
Müller, M.; Cox, P.
2025
Successive Approximations: Moving Toward Authentic Performance in Teacher Education in Chile
LeTendre, G., Lit, I., & Lotan, R.A.
Transforming teacher preparation across nations: Principles travel. Context matters.
121-137
Teachers College Press
-
Zamora, G.; Meza, M.; Cox, P.
2019
Pedagogical authority and construction of favorable environments for learning.
Alejandro Carrasco and Luis Flores
From reform to transformation: capacities, innovations and regulation of Chilean education
153-170
UC editions
-
Zamora G., Meza, M. Cox, P.
2019
Why do Students from Disadvantaged Backgrounds Acknowledge a Superior Authority in History Teachers? Three Interpretive Hypotheses.
Alfreco Gaete and Viviana Gomez
Education & Poverty
135-152
Cambridge Scholars Publishing
-
Commitment
Management Responsibilities at the Faculty or University
2024 – present: UC Ombuds.
2017-2023: Vice Dean Faculty of Education
Social Impact
2021 - present: Member of the Board of Directors of the Qualitas Foundation for Education
