Castelló Badia, Montserrat
Perfil professional
Experiència professional

Summary of CV

I am Full Professor in Educational Psychology at Universitat Ramon Llull in Barcelona, Spain. I have been Vice Dean of Research and Doctoral Studies at the Graduate School of Psychology and Educational Sciences of my University from 2002-2008.

Since 1996, I am leading the Research Team on “Writing and Reading Strategies”, which is part of the Interuniversity Seminar on Teaching and Learning Strategies, awarded as a consolidated research team by the Government of Catalonia.

Since 2015, I am also Director of the Research Institute on Psychology, Learning and Development (RI-Psy) at Universitat Ramon Llull.

I am coordinator at my University of the interuniversity doctoral program “Culture, education and semiotic systems”, awarded with the Quality Mention by the Spanish Minister of Education. http://mipe.psyed.edu.es/en/

Between 2008 and 2013, I have been Editor in Chief of the Journal Cultura & Educación (Taylor & Francis; indexed, among others, in the Web of Science/ JCR- SSC). And since January 2013, I am Associate Editor of the Journal Of Writing Research (JOWR), a Sig-Writing publication.

Elected member of  the Executive Committee de la European Association of Research on Learning and Instruction (EARLI) (2013-2015).

Elected member of the Executive Committeede la European Federation of Psychology Teachers Associations (EFPTA) (2003 - Act.).

Member of the Scientific Committees of Sig-Writing Conferences in Barcelona, Porto, Amsterdam and Liverpool (1996- 2012- 2014-2016), and active member of EARLI since 1993.

In 2013 I co-founded the EARLI Special Interest Group on Researcher Education and Careers (SIG-REaC) and organized the first Conference held in Barcelona in 2014.

I am also a member of the International Society for the Advancement of Writing Research (ISAWR) and of the Scientific Committee of the 2017 Conference (Bogota).

My research activity and publications focus on Early Career Researcher Writing and identity Development and I am especially interested in co-authorship, social aspects of research writing, agency and writing regulation in situated learning communities.

Web project: www.researcher-identity.com

Google Scholar: https://scholar.google.es/citations?user=gsgedFYAAAAJ&hl=ca

 

Selected last five year publications 


Corcelles, M, Cano, M., Liesa, E., González-Ocampo, G. & Castelló, M. (2019). Positive and negative experiences related to doctoral study conditions. Higher education research and development (Forthcoming).

McAlpine, L., Castelló, M. & Phyältö, K. (2019). What influences PhD graduate trajectories during the degree: A research-based policy agenda. Journal of Education Policy (Forthcoming)

Phyältö, K., Peltonen, J., Castelló, M. & McAlpine, L. (2019). What sustains doctoral students’ interest? Comparison of Finnish, UK and Spanish doctoral students’ perceptions. Compare: A journal of comparative and international education. https://doi.org/10.1080/03057925.2019.1585229 

Castelló, M., Pyhältö, K & McAlpine, L.  (2018). European Cross-National Mixed-Method Study on Early Career Researcher Experience (Chapter 7; p. 143-174).  In A.J. Jaeger & A. J. Dinin (Eds.), The Postdoc Landscape. The Invisible Scholars. New York: Academic Press.

Sala-Bubaré, A., & Castelló, M. (2018). Writing regulation processes in higher education: a review of two decades of empirical research. Reading and Writing31(4), 757-777.

González-Ocampo, G., & Castelló, M. (2018). Writing in doctoral programs: examining supervisors’ perspectives. Higher Education76(3), 387-401. 

Sala-Bubaré, A., Peltonen, J. A., Pyhältö, K., & Castelló, M. (2018). Doctoral candidates’ research writing perceptions: A cross-national study. International Journal of Doctoral Studies, 13, 327-345. https://doi.org/10.28945/4103

Castelló, M., Pardo, M., Sala-Bubaré, A. & Suñe, N. (2017). Why do students consider to drop out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053-1068. doi:10.1007/s10734-016-0106-9

Castelló, M., McAlpine, L. & Pyhältö, K. (2017). Spanish and UK post-PhD researchers: Writing perceptions, well-being and productivity. Journal of Higher Education Research & Development, 1-15http://dx.doi.org/10.1080/07294360.2017.1296412

Pyhältö, K., McAlpine, L., Peltonen, J., & Castello, M. (2017). How does social support contribute to engaging post-PhD experience?. European Journal of Higher Education, 1-15. http://dx.doi.org/10.1080/21568235.2017.1348239

Castelló, M., Sala-Bubaré, A., & Bautista, A. (2017). Being a researcher is not only a matter of publishing: learning to review scientific articles/No solo de publicar viven los investigadores: aprender a revisar artículos científicos. Infancia y Aprendizaje, 1-58.

Cerrato-Lara, M., Castelló, M., García-Velázquez, R. & Lonka, K. (2017). Validation of The Writing Process Questionnaire in two Hispanic populations: Spain and Mexico. Journal of Writing Research, 9(2), 151-171https://doi.org/10.17239/jowr-2017.09.02.03 

McAlpine, L., Pyhältö, K. & Castelló, M. (2017). Building a more robust conception of early career researcher experience: What might we be overlooking? Studies in continuing education. 1-17.http://dx.doi.org/10.1080/0158037X.2017.1408582

Corcelles, M., Cano, M., Mayoral, P. & Castelló, M. (2017.) Enseñar a escribir en la Universidad: el Trabajo final de Grado. Signos, 50 (95) 337-360. 

Castelló, M. (2017). Tot mirant-se al mirall. De comunicar el que s’ha après a aprendre comunicant. Articles de didàctica de la llengua i la literatura, 73, 7-13. 

Castelló, M. (2017). Mirarse en el espejo. De comunicar lo que se ha aprendido a aprender comunicandoTextos de didáctica de la llengua y la literatura, 76, 7-13

Gallego, L., Castelló, M., & Badia, A. (2016). Faculty identity through spheres of teaching and research activity and associated genres. Higher Education Research & Development, 1-13.http://dx.doi.org/10.1080/07294360.2016.1263828

Martínez-Fernández, J.R.; Corcelles, M.; Bañales, G.; Castelló, M. & Gutiérrez Braojos, C. (2016). Exploring conceptions about writing and learning: undergraduates´ patterns of beliefs and the quality of academic writing. Electronic Journal of Research in Educational Psychology 14(1), 107-130; DOI: http://dx.doi.org/10.14204/ejrep.38.1504 

Gallego, L., Castelló, M. & Badia, T. (2016). Faculty feelings as writers: Relationship with writing genres, perceived competences and values associated to writing. Higher Education. 71(5), 719-734.

Corcelles, M., Castelló, M. & Mayoral, P. (2016).  El desarrollo de la voz del escritor: argumentar en los estudios de postgrado. En Inmaculada Ballano, Itziar Muñoz (coords.). La escritura académica en las universidades españolas. Bilbao: Deusto digital

Pardo, M., & Castelló, M. (2016). Teaching writing for learning at university: a proposal based on collaborative review/Enseñar a escribir para aprender en la universidad: una propuesta basada en la revisión colaborativa. Infancia y Aprendizaje, 39(3), 560-591.

Sala-Bubaré, A., & Castelló, M. (2016). Exploring the relationship between doctoral students’ experiences and research community positioning. Studies in Continuing Education, 1-19.http://dx.doi.org/10.1080/0158037X.2016.1216832

Bañales, G., Castelló, M. & Vega, N. (Coords.). (2016). Enseñar a leer y escribir en la educación superior. Propuestas educativas basadas en la investigación. Serie: Lenguaje, Educación e Innovación (LEI). Ediciones SM/CeIDEA/U.A.T, Mèxico

Castelló, M. (2016). Escribir artículos de investigación. Aprender a desarrollar la voz y la identidad del investigador novel. En G. Bañales, M. Castelló & N. Vega (Coords.). (2016). Enseñar a leer y escribir en la educación superior. Propuestas educativas basadas en la investigación (pp. 209-232). Serie: Lenguaje, Educación e Innovación (LEI). Ediciones SM/CeIDEA/U.A.T, Mèxico

Corcelles, M. & Castelló, M. (2015). Learning to think philosophically trough  collaborative writing in secondary education. Jounal of Writing Research , 7 (1), 157-200. http://dx.doi.org/ 2010.17239/jowr-2015.07.01.07

Castelló, M. (2015) (Coord.). Writing at University. Analyzing Faculty’s and Students’ Conceptions, Ideas and Beliefs. Special Issue / Escribir en la Universidad. Análisis de las concepciones, ideas y creencias de estudiantes y profesores. Monográfico. Cultura y Educación27: 3, 456-476. DOI: 10.1080/11356405.2015.1072362. Available at: http://dx.doi.org/10.1080/11356405.2015.1072362 

Castelló, M. & Mateos, M. (2015). Faculty and student representations of academic writing at Spanish universities / Las representaciones de profesores y estudiantes sobre la escritura académica en las universidades españolas. Cultura y Educación27: 3, 477-503. DOI: 10.1080/11356405.2015.1072357. Available at: http://dx.doi.org/10.1080/11356405.2015.1072357

Corcelles, M., Oliva, A., Castelló, M. & Milian, M. (2015). Writing at university: are we on the same page? / Escribir en la universidad: ¿nos entendemos?. Cultura y Educación, 27:3, 534-568, DOI: 10.1080/11356405.2015.1072359

Cano, M. & Castelló, M. (2015). Evolución del discurso argumentativo ante diferentes demanda de escritura. Infancia y Aprendizaje (Special Issue on Argumentation). DOI: 10.1080/02103702.2015.1111604

Castelló, M.; McAlpine, L.; Pyhältö, K. (2015). Trends influencing researcher education and careers: What do we know, need to know and do in looking forward (Special Issue). Frontline Learning Research,Vol.3, No. 4,15-18.

Castelló, M., Kobayashi, S., McGinn, M. K., Pechar, H., Vekkaila, J. & Wisker G. (2015). Researcher Identity in Transition: Signals to Identify and Manage Spheres of Activity in a Risk-Career. Frontline Learning Research (Special Issue), Vol.3 No. 4, 19 – 34.

Mayoral, P. i Castelló, M. (2015). Profesorado novel y feedback del tutor. Un estudio de casos. Profesorado. Revista de currículum y formación del profesorado, 19(1), 346-362. Disponible a http://www.ugr.es/~recfpro/rev191COL4.pdf

 

 

Experiència internacional

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Premis

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Càrrecs de direcció, gestió o coordinació

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