We are the bridge
between science and the classroom.
Research, experience and commitment at the service of concrete solutions for students with ASD, their families and teachers.
01
PhD. Mª Gloria Gallego-Jiménez
Influence of teachers' beliefs on cognitive performance and executive functions in students with syndromic and idiopathic ASD.
The DocenTEA research line investigates how teachers' beliefs and training influence the educational response to students with ASD, particularly their cognitive performance and executive functions. The main objective is to develop and consolidate the DocenTEA project to study how teachers' beliefs, training, and experience influence the educational response to students with ASD, especially their cognitive performance and executive functions. It also aims to generate useful evidence to improve teacher training, validate assessment tools, promote collaborative research, and transfer results to inclusive educational practice.
Analyzing families as a central pillar of the educational process highlights their crucial role in student development and learning, particularly in the context of tutoring. This perspective examines the relationship between family and school, exploring family dynamics to understand how these influence academic performance and well-being, thereby fostering educational inclusion.
02
PhD. María Ángeles Diego Mantecón
The study of initial and continuing teacher training, focusing on the development of the professional skills necessary to guarantee quality teaching.
It also analyzes teaching practices and their impact on student learning. Its relevance lies in improving educational practice and training teachers capable of responding effectively to the demands of the current educational context.
Its objective is to analyze and improve teacher training processes to strengthen the professional skills of teachers and promote quality educational practices adapted to the demands of the current educational context.
03
PhD. Sofía Torrecilla Manresa
Evaluation of the teacher profile, early intervention, and the study of families as a fundamental axis of the educational process.
This line of research comprehensively addresses three key elements of the educational field:
The teacher profile focuses on analyzing the skills, attitudes, training and practices of the teaching staff, with the aim of identifying which characteristics promote quality teaching and how teacher training and evaluation processes can be improved.
Early intervention focuses on the early detection and intervention in child development, especially in the first years of life. Its purpose is to prevent difficulties, promote the child's holistic development, and ensure an educational response tailored to their needs from an early age.
The study of families as a fundamental axis of the educational process focuses on the key role families play in student development and learning. This line of research analyzes the family-school relationship, family dynamics, and their influence on academic performance, well-being, and educational inclusion.
Overall, this line of research seeks to understand how the interaction between teachers, students, and families can contribute to a more inclusive, effective education focused on the integral development of the individual.
04
PhD. Sara García Sanz
The transfer of neuroscientific knowledge to real educational contexts, with special emphasis on the personalization of learning, the optimization of cognitive abilities and attention to neurodiversity.
From an interdisciplinary perspective, this research integrates evidence on the neurobiological, cognitive, and emotional processes that underpin learning to design inclusive, adaptive, and strengths-based teaching strategies. It combines empirical methods, applied research, and instructional design studies, with a strong focus on teacher training, improving teaching practice, and developing evidence-based educational interventions.
05
PhD. María Llanes Velasco
The development of digital teaching skills and the integration of artificial intelligence in the training of future teachers.
Her scientific output includes a doctoral thesis recognized for its quality on digital teaching competence in initial teacher training, providing evidence on strengths, weaknesses and opportunities for improvement in university programs aimed at developing these skills.
06
PhD Candidate David Jáñez González
Active methodologies and neuropsychology applied to education.
This line of research analyzes the benefits of applying active learning methodologies and neuropsychology in education. Its objective is to provide further findings on the benefits of active learning methodologies and neuropsychology in the personal, socio-emotional, and cognitive development of students.
07
PhD Candidate Bárbara Torrente Torres
Building teacher identity and developing an inclusive perspective through the School Immersion Program and guided reflection in initial teacher training.
This research line investigates how future teachers construct their professional identity and develop an inclusive perspective during their initial training through an early immersion program in real schools. It examines what happens when a university student has weekly contact with a classroom before completing their degree: how their perception of themselves as teachers changes, how they learn to recognize student diversity, and what role guided reflection plays in this process. Understanding this transition is key to training better teachers and designing more effective practicum programs.
Its objective is to analyze how participation in an early school immersion program, combined with guided reflection in the university classroom, contributes to the construction of teacher identity and inclusive competence in teachers in initial training.
08
PhD Candidate Diego Ledesma Ortega
Teacher training and its impact on the inclusion of students with syndromic and idiopathic ASD in regular classrooms of 6th grade of Primary Education.
This line of research analyzes how teacher training influences the educational inclusion of students with Autism Spectrum Disorder (ASD) in mainstream primary school classrooms. It examines pedagogical practices, teachers' beliefs, and their training needs, paying particular attention to the differences between idiopathic and syndromic ASD.
Its importance lies in the fact that many teachers feel ill-prepared to provide inclusive support to these students. Understanding what training works and why allows for the design of evidence-based tools and strategies that truly improve the educational experience of these children in the classroom.
Its overall objective is to analyze the impact of teacher training on the educational inclusion of students with idiopathic and syndromic ASD in ordinary primary education classrooms, in order to propose pedagogical tools and inclusive educational strategies based on scientific evidence with impact.
