Current Positions:
2003-Present: Full Professor of Psychology. Blanquerna Faculty of Psychology and Educational and Sports Sciences. Universitat Ramon Llull –URL-, Barcelona, Spain.
2015- Present: Director of the Research Institute on Psychology, Learning and Development (Re-Psy), URL.
2009-Present: Director of the Interuniversity Doctoral Program on Educational Psychology, URL.
1996-Present: Chair of Research Team on “Teaching and Learning Strategies”, awarded as a consolidated research team (AQU; Ref 2014 SGR-3032005SGR00819).
Previous positions
2002-2008: Associate Dean of Research and Doctoral Studies at the Graduate School of Psychology. URL.
1996-2008: Director of Research Team on “Teaching and Learning Strategies”, awarded as a consolidated research team (DURSI 2005SGR00819).
2002-2008: Director of the URL interuniversity doctoral program “Culture, education and semiotic systems” awarded with the Quality Mention, Minister of Education (Spain)
Awards
1993: EXTRAORDINARY AWARD FOR ACADEMIC MERIT, board of Governors, UAB, Spain.
1996: NATIONAL PEDAGOGY AWARD “ROSA SENSAT”, Ministry of Education and Science of Spain.
Organisation of scientific meetings
2020: Chair Organizing Committee. Conference on the Dialogical Self, Barcelona, Spain.
2018: Co-convenor, Meeting of the SIG, Research education and Careers, University of Copenhagen, Denmark
2016: Co-convenor, Meeting of the SIG, Research education and Careers, University of Porto, Portugal.
2015: Member Organizing and Scientific Committee. EARLI- European Association for Research on Learning and Instruction- Conference, Limasol, Ciprus
2014: Chair, Inaugural Meeting of the SIG, Research education and Careers, URL, Barcelona, Spain.
2014-2018: Member Scientific Committee Writing Across the Borders –WRAB- Conference, Washington (US), Paris (FR), Caracas (Col)
2012-2016: Member Scientific Committee. Sig-Writing, EARLI, Liverpool (UK) Porto, (Portugal).
Commissions of trust
2018-Present: Member of the Strategic Research Council, Blanquerna, URL, Spain.
2016-Present: Member of the Social Sciences Committee for the Teaching staff Assessment. Agency for the Quality of the University System of Catalonia, AQU.
2012-2016: Member of the Social Sciences Committee for the Evaluation of Degrees Quality. AQU.
2009-Present: Member of the Psychology PhD Quality Committee at the URL.
2008-Present: Member of the Ethics and Research Committee, at the FPCEE, URL.
Memberships of scientific societies
Actively involved in several international associations with different roles:
2003-Present: Member of the SIG-Writing, EARLI. Associate Editor of the Sig-Journal
2003-Present: Elected Member of the Executive committee of the 'European Federation of Psychology Teachers Associations' (EFPTA).
2012-2016: Elected Member of the executive Committee of the 'European Association for Research on Learning and Instruction' (EARLI) (regular member since 1994).
2015-2019: Member of the Executive Board of the International Researchers Consortium of the College Conference on Composition and Communication (2015-2019)
2016-Present: SIG- Researcher Education and Careers, EARLI. Founder member and elected co-convenor
Scientific service activities
2008-2013: Editor in Chief of the Journal Cultura & Educación (Taylor & Francis; JCR-SCCI).
2012- Present: Associate Editor of the Journal of Writing Research, JoWR (Journal of the SIG-Writing, EARLI)
2009- Present: Member of the Editorial board of several indexed international journals.
2009- Present: Active advisor and assessor in several calls for research in different national and international competitive programs (France, Chile, Colombia, Netherlands, Portugal, Finland).
In the past 10 years, I have been invited to give 22 keynotes, 30 invited presentations and invited workshops in European, US and south-American countries.
Number of publications in the last 10 years:76 publications, 90% out of them indexed in the top 150 WOS social science and education journals (more than half in Q1 & Q2 in JCR).
Supervision of graduate students and postdoctoral fellows (from 2001): Number of Postdocs: 10 completed; PhD: 24 completed/ 4 in progress; Master students: 30 completed.
Total of citations: 6564 (GS)
Citations mean in the last 5 years: 3490 (GS)
Web project: www.researcher-identity.com
Google Scholar: https://scholar.google.es/citations?user=gsgedFYAAAAJ&hl=ca
Selected publications (last 5 years)
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 Educación, 27: 3, 456-476. DOI: 10.1080/11356405.2015.1072362. Available at: http://dx.doi.org/10.1080/11356405.2015.1072362
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.
Gallego, L., Castelló, M., & Badia, A. (2017). Faculty identity through spheres of teaching and research activity and associated genres. Higher Education Research & Development, 36(5), 962-974. doi.org/10.1080/07294360.2016.1263828
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.
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
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, 1-15. http://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), 151-171. https://doi.org/10.17239/jowr-2017.09.02.03
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 Writing, 31(4), 757-777.
González-Ocampo, G., & Castelló, M. (2018). Writing in doctoral programs: examining supervisors’ perspectives. Higher Education, 76(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
González-Ocampo, G., & Castelló, M. (2019). How do doctoral students experience supervision? Studies in Continuing Education, 1-15.
Corcelles, M., Cano, M., Liesa, E., González-Ocampo, G., & Castelló, M. (2019). Positive and negative experiences related to doctoral study conditions. Higher Education Research & Development, 1-18.
Freund, D., Cerdán, M., Hernández- Maskivker, G., Guix, M., Iñesta, A. & Castelló, M. (2019). Enhancing the hospitality customer experience of families with children on the autism spectrum disorder. International Journal of Tourism Research, 303.
Cano, M, Castelló, M, & Leitao, S. (2019). El impacto de los objetivos de aprendizaje en el discurso argumentativo: estrategias, secuencias y patrones de interacción [The impact of learning objectives in argumentative discourse: strategies, sequences and interaction patterns]. Electronic Journal of Research in Education Psychology, 17(48).
González-Ocampo, G. & Castelló, M. (2019). Research on doctoral supervision: What we have learnt in the last 10 years. In T.M. Machin, M. Clarà, & P. A. Danaher (eds.). Traversing the doctorate. (pp. 117-141). Palgrave Macmillan, Cham.
Cerrato-Lara, M., Castelló, M. & Lonka, K. (2019). A Picture of the Research Field of Doctoral Education from the Students’ Perspectives: Studies Using Questionnaires and Scales. In T. Machin, M. Clarà, & P. Alan Danaher (Eds.). Traversing the Doctorate: Reflections and Strategies from Students, Supervisors and Administrators. Palgrave Macmillan. p.75-89. ebook ISBN 978-3-030-23731-8. doi. 10.1007/978-3-030-23731-8
Phyältö, K., Peltonen, J., Castelló, M. & McAlpine, L. (2020). What sustains doctoral students’ interest? Comparison of Finnish, UK and Spanish doctoral students’ perceptions. Compare: A Journal of Comparative and International Education, 50:5, 726-741, DOI: 10.1080/03057925.2019.1585229
Castelló, M., McAlpine, L., Sala-Bubaré, A., Inouye, K. & Skakni, I. (2020). Researcher identity review: how has identity been understood and used in the last two decades? Higher Education, 1-24
Giralt-Romeu, M., Liesa, E., & Castelló, M. (2020). I research, you research: do future teachers consider themselves researchers. Infancia Y Aprendizaje. Journal for the Study of Education and Development, 1-22