J
Juanjo Mena
Researcher at University of Salamanca
Publications - 64
Citations - 947
Juanjo Mena is an academic researcher from University of Salamanca. The author has contributed to research in topics: Teacher education & Higher education. The author has an hindex of 13, co-authored 56 publications receiving 524 citations. Previous affiliations of Juanjo Mena include Kazan Federal University.
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Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic
TL;DR: In this paper, a mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre-COVID-19 pandemic literature, bringing together the validation of a scale to measure...
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Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring
TL;DR: In this paper, a mixed methodology was applied with analysis based on examining mentoring conversations in relation to the MERID-model through turn-taking analysis and Propositional Discourse Analysis.
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A critical reconceptualization of faculty readiness for online teaching
Ramona Maile Cutri,Juanjo Mena +1 more
TL;DR: Online courses are mainstream throughout higher education and this pattern has been accelerated, temporarily or permanently, due to the coronavirus pandemic (Allen & Seaman, 2016; Arum & Stevens, 2020).
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In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course
TL;DR: Training teachers' DC is required to prepare teachers for the use of OER; however, teacher education should first address teachers’ actual level of performance.
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An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings
TL;DR: This paper explored the knowledge student teachers articulate in mentoring conversations under three different post-lesson approaches to mentoring: dialogue journaling, regular conferences and stimulated-recall conferences Propositional discourse analysis identified 4534 propositions that were subsequently classified into four types of knowledge: recalls, appraisals, rules and artefacts along with the precision of arguments therein.