<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662021000100195</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Retos en la formación inicial de profesorado de infantil y primaria: La competencia oral]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges in the Initial Education of Preschool and Elementary School Teachers: Oral Competence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gràcia]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vega]]></surname>
<given-names><![CDATA[Fàtima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bitencourt]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vinyoles]]></surname>
<given-names><![CDATA[Núria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jarque]]></surname>
<given-names><![CDATA[Maria Josep]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona Departamento de Cognición, Desarrollo y Psicología de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Internacional Iberoamericana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>88</numero>
<fpage>195</fpage>
<lpage>224</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662021000100195&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662021000100195&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662021000100195&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El propósito de este estudio es identificar limitaciones y potenciales áreas de mejora en la formación inicial de profesorado en relación con el desarrollo de la competencia oral. Adopta una metodología mixta. En primer lugar, el artículo analiza entrevistas a maestros en formación de dos universidades, profesores de una de ellas y maestros en activo de cinco escuelas, así como grupos focales en los que participaron estos últimos. En segundo lugar, analiza interacciones en aulas de educación infantil y primaria con la escala EVALOE. Los resultados indican fortalezas, limitaciones y propuestas de mejora vinculadas a la gestión de la comunicación, el diseño instruccional y las estrategias educativas, así como al diseño de propuestas docentes que las promuevan. Asimismo, los hallazgos revelan elementos mejorables en las interacciones observadas en contexto de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this study is to identify the limitations and potential areas of improvement in initial teacher education in relation to the development of oral competence. The study adopts a mixed methodology. First, the article analyzes interviews with preservice teachers at two universities, professors at one of the universities, and in-service teachers at five schools, in addition to focus groups in which the in-service teachers participated. Second, the article studies interactions in preschool and elementary school classrooms, using the EVALOE scale. The results indicate strengths, limitations, and proposed improvements linked to communication, instructional design, and educational strategies, as well as to the design of teaching proposals to promote them. The study's findings reveal elements that could be improved in the interactions observed in the classroom context.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación inicial de profesores]]></kwd>
<kwd lng="es"><![CDATA[educación preescolar]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[lenguaje oral]]></kwd>
<kwd lng="en"><![CDATA[initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[preschool education]]></kwd>
<kwd lng="en"><![CDATA[elementary education]]></kwd>
<kwd lng="en"><![CDATA[oral language]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alexander]]></surname>
<given-names><![CDATA[Robin]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing dialogic teaching: Genesis, process, trial]]></article-title>
<source><![CDATA[Research Papers in Education]]></source>
<year>2018</year>
<volume>3</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>561-98</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Blömeke]]></surname>
<given-names><![CDATA[Sigrid]]></given-names>
</name>
<name>
<surname><![CDATA[Gustafsson]]></surname>
<given-names><![CDATA[Jan-Eric]]></given-names>
</name>
<name>
<surname><![CDATA[Shavelson]]></surname>
<given-names><![CDATA[Richard J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beyond dichotomies. Competence viewed as a continuum]]></article-title>
<source><![CDATA[Cheistchrift für Psychologie]]></source>
<year>2015</year>
<volume>223</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-13</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bozu]]></surname>
<given-names><![CDATA[Zoia]]></given-names>
</name>
<name>
<surname><![CDATA[Aránega]]></surname>
<given-names><![CDATA[Susana]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La formación inicial de maestros y maestras a debate ¿Qué nos dicen sus protagonistas?]]></article-title>
<source><![CDATA[Profesorado. Revista de Currículum y Formación del Profesorado]]></source>
<year>2017</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>143-63</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bray]]></surname>
<given-names><![CDATA[Barbara]]></given-names>
</name>
<name>
<surname><![CDATA[McClaskey]]></surname>
<given-names><![CDATA[Kathleen]]></given-names>
</name>
</person-group>
<source><![CDATA[Make learning personal. The what, who, wow, where, and why]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Corwin]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cano]]></surname>
<given-names><![CDATA[Maria Isabel]]></given-names>
</name>
</person-group>
<source><![CDATA[Argumentació i construcció del coneixement: Estratègies argumentatives dels estudiants universitaris en situació de debat]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Universitat Ramon Llull]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cano]]></surname>
<given-names><![CDATA[Maribel]]></given-names>
</name>
<name>
<surname><![CDATA[Castelló]]></surname>
<given-names><![CDATA[Montserrat]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evolución del discurso argumentativo ante diferentes demandas de escritura]]></article-title>
<source><![CDATA[Infancia y Aprendizaje]]></source>
<year>2016</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>84-118</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cebrián-Robles]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<name>
<surname><![CDATA[Franco-Mariscal]]></surname>
<given-names><![CDATA[Antonio-Joaquín]]></given-names>
</name>
<name>
<surname><![CDATA[Blanco-López]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Preservice elementary science teachers&#8217; argumentation competence: impact of a training programme]]></article-title>
<source><![CDATA[Instructional Science]]></source>
<year>2018</year>
<volume>46</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>789-817</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cinici]]></surname>
<given-names><![CDATA[Ayhan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Balancing the pros and cons of GMOs: socio-scientific argumentation in pre-service teacher education]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2016</year>
<volume>38</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>1841-66</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[Louis]]></given-names>
</name>
<name>
<surname><![CDATA[Manion]]></surname>
<given-names><![CDATA[Lawrence]]></given-names>
</name>
</person-group>
<source><![CDATA[Métodos de investigación educativa]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[La Muralla]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Colby]]></surname>
<given-names><![CDATA[Rose]]></given-names>
</name>
</person-group>
<source><![CDATA[Competency-Based Education: A new architecture for K-12 schooling]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Harvard Education Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coll]]></surname>
<given-names><![CDATA[César]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La educación formal en la nueva ecología del aprendizaje: tendencias, retos y agenda de investigación]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprendizaje y educación en la sociedad digital]]></source>
<year>2013</year>
<page-range>156-70</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Universitat de Barcelona]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Doherty]]></surname>
<given-names><![CDATA[Catherine]]></given-names>
</name>
<name>
<surname><![CDATA[Kettle]]></surname>
<given-names><![CDATA[Margaret]]></given-names>
</name>
<name>
<surname><![CDATA[May]]></surname>
<given-names><![CDATA[Lyn]]></given-names>
</name>
<name>
<surname><![CDATA[Caukill]]></surname>
<given-names><![CDATA[Emma]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Talking the talk: oracy demands in first year university assessment tasks]]></article-title>
<source><![CDATA[Assessment in Education]]></source>
<year>2011</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>27-39</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Domingo]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<name>
<surname><![CDATA[Gallego]]></surname>
<given-names><![CDATA[José Luís]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[Ignacio]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competencias comunicativas de maestros en formación]]></article-title>
<source><![CDATA[Revista de Currículum y Formación de Profesorado]]></source>
<year>2010</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>303-32</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Felton]]></surname>
<given-names><![CDATA[Mark]]></given-names>
</name>
<name>
<surname><![CDATA[Garcia-Milà]]></surname>
<given-names><![CDATA[Mercè]]></given-names>
</name>
<name>
<surname><![CDATA[Villarroel]]></surname>
<given-names><![CDATA[Constanza]]></given-names>
</name>
<name>
<surname><![CDATA[Gilabert]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Arguing collaboratively: Argumentative discourse types and their potential for knowledge building]]></article-title>
<source><![CDATA[British Journal of Educational Psychology]]></source>
<year>2015</year>
<volume>85</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>372-86</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garcia-Milà]]></surname>
<given-names><![CDATA[Mercè]]></given-names>
</name>
<name>
<surname><![CDATA[Gilabert]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<name>
<surname><![CDATA[Erduran]]></surname>
<given-names><![CDATA[Sibel]]></given-names>
</name>
<name>
<surname><![CDATA[Felton]]></surname>
<given-names><![CDATA[Mark]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of argumentative task goal on the quality of argumentative discourse]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2013</year>
<volume>97</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>497-523</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<collab>Generalitat de Catalunya</collab>
<source><![CDATA[Competències bàsiques de l&#8217;àmbit lingüístic. Llengua catalana i llengua castellana. Identificació i desplegament a l&#8217;educació primària]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Generalitat de Catalunya]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gràcia]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La EVALOE-SSD como herramienta de autoevaluación y de soporte a la toma de decisiones docentes para convertir las aulas de educación infantil y primaria en entornos comunicativos]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Signes]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Carreira Zafra]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Kazmierczak]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[El rol central de la narración en el contexto educativo. Diferentes perspectivas]]></source>
<year>2018</year>
<page-range>197-218</page-range><publisher-loc><![CDATA[Vigo ]]></publisher-loc>
<publisher-name><![CDATA[Academia del Hispanismo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gràcia]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<name>
<surname><![CDATA[Galván-Bovaira]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez-Cano]]></surname>
<given-names><![CDATA[Manel]]></given-names>
</name>
<name>
<surname><![CDATA[Vega]]></surname>
<given-names><![CDATA[Fàtima]]></given-names>
</name>
<name>
<surname><![CDATA[Vilaseca]]></surname>
<given-names><![CDATA[Rosa]]></given-names>
</name>
<name>
<surname><![CDATA[Rivero]]></surname>
<given-names><![CDATA[Magda]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluación de la enseñanza de la lengua oral. Escala EVALOE]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gràcia]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<name>
<surname><![CDATA[Vega]]></surname>
<given-names><![CDATA[Fàtima]]></given-names>
</name>
<name>
<surname><![CDATA[Galván-Bovaira]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing and testing EVALOE: a tool for assessing spoken language teaching and learning in the classroom]]></article-title>
<source><![CDATA[Child Language Teaching and Therapy]]></source>
<year>2015</year>
<volume>31</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>287-304</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gràcia]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<name>
<surname><![CDATA[Galván-Bovaira]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez-Cano]]></surname>
<given-names><![CDATA[Manel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis de las líneas de investigación y actuación en la enseñanza y el aprendizaje del lenguaje oral en contexto escolar]]></article-title>
<source><![CDATA[Revista Española de Lingüística Aplicada]]></source>
<year>2017</year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>188-209</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gràcia]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<name>
<surname><![CDATA[Jarque]]></surname>
<given-names><![CDATA[Maria Josep]]></given-names>
</name>
<name>
<surname><![CDATA[Lacerda]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<name>
<surname><![CDATA[Jarque]]></surname>
<given-names><![CDATA[Sonia]]></given-names>
</name>
<name>
<surname><![CDATA[Vega]]></surname>
<given-names><![CDATA[Fàtima]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La enseñanza y el aprendizaje de la lengua oral en las aulas universitarias]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lleixa]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Gros]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Mauri]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Medina]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educacio&#769;n 2018-2020. Retos, tendencias y compromisos]]></source>
<year>2018</year>
<page-range>39-43</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Barcelona-Instituto de Investigación en Educación]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gràcia]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<name>
<surname><![CDATA[Jarque]]></surname>
<given-names><![CDATA[Maria Josep]]></given-names>
</name>
<name>
<surname><![CDATA[Astals]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<name>
<surname><![CDATA[Rouaz]]></surname>
<given-names><![CDATA[Kholoud]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La competencia comunicativa y lingüística en la formación inicial de maestros: un estudio piloto]]></article-title>
<source><![CDATA[Multidisciplinary Journal of School Education]]></source>
<year>2019</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>103-25</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gràcia]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<name>
<surname><![CDATA[Morillo]]></surname>
<given-names><![CDATA[Àngels]]></given-names>
</name>
<name>
<surname><![CDATA[Jarque]]></surname>
<given-names><![CDATA[Sonia]]></given-names>
</name>
<name>
<surname><![CDATA[Vega]]></surname>
<given-names><![CDATA[Fàtima]]></given-names>
</name>
<name>
<surname><![CDATA[Jarque]]></surname>
<given-names><![CDATA[Maria Josep]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Retos, tendencias y compromisos hacia el desarrollo de la competencia comunicativa en lengua oral en la educación secundaria]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lleixa]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Bozu]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Aneas]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educacio&#769;n 2020-2022. Retos, tendencias y compromisos]]></source>
<year>2020</year>
<page-range>91-6</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Barcelona-Instituto de Investigación en Educación]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gröschner]]></surname>
<given-names><![CDATA[Alexander]]></given-names>
</name>
<name>
<surname><![CDATA[Jähne]]></surname>
<given-names><![CDATA[Miriam F.]]></given-names>
</name>
<name>
<surname><![CDATA[Klaß]]></surname>
<given-names><![CDATA[Susi]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Attitudes towards dialogic teaching and the choice to teach. The role of preservice teachers&#8217; perceptions on their own school experience]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Mercer]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Wegerif]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Major]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Routledge International Handbook of Research on Dialogic Education]]></source>
<year>2020</year>
<page-range>269-87</page-range><publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haught]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<name>
<surname><![CDATA[Nardi]]></surname>
<given-names><![CDATA[Anne]]></given-names>
</name>
<name>
<surname><![CDATA[Walls]]></surname>
<given-names><![CDATA[Richard]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Preservice teachers&#8217; academic memories of school: A tool for learning]]></article-title>
<source><![CDATA[American Journal of Educational Research]]></source>
<year>2015</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>166-72</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hennessy]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<name>
<surname><![CDATA[Davies]]></surname>
<given-names><![CDATA[Maree]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher professional development to support classroom dialogue]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Mercer]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Wegerif]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Major]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Routledge International Handbook of Research on Dialogic Education]]></source>
<year>2020</year>
<page-range>238-54</page-range><publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hodder]]></surname>
<given-names><![CDATA[Ian]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The interpretation of documents and material culture]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Denzin]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Lincoln]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of Qualitative Research]]></source>
<year>2000</year>
<page-range>703-17</page-range><publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hoffman]]></surname>
<given-names><![CDATA[Jessica]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Coconstructing meaning: Interactive literary discussions in Kindergarten read&#8208;alouds]]></article-title>
<source><![CDATA[The Reading Teacher]]></source>
<year>2011</year>
<volume>65</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>183-94</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Howard]]></surname>
<given-names><![CDATA[Elisabeth]]></given-names>
</name>
<name>
<surname><![CDATA[Levine]]></surname>
<given-names><![CDATA[Thomas]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What teacher educators need to know about language and language learners: The power of a Faculty Learning Community]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ander]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[What teachers need to know about language]]></source>
<year>2018</year>
<page-range>143-76</page-range><publisher-loc><![CDATA[Bristol ]]></publisher-loc>
<publisher-name><![CDATA[Channel View Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ibraim]]></surname>
<given-names><![CDATA[Stefannie de Sá]]></given-names>
</name>
<name>
<surname><![CDATA[Justi]]></surname>
<given-names><![CDATA[Rosária]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; knowledge in argumentation: Contributions from an explicit teaching in an initial teacher education programme]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2016</year>
<volume>38</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>1996-2025</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ishihara]]></surname>
<given-names><![CDATA[Noriko]]></given-names>
</name>
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[Andrew]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching and learning pragmatics: Where language and culture meet]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[R. Burke]]></given-names>
</name>
<name>
<surname><![CDATA[Onwuegbuzie]]></surname>
<given-names><![CDATA[Anthony]]></given-names>
</name>
<name>
<surname><![CDATA[Turner]]></surname>
<given-names><![CDATA[Lisa]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Toward a definition of mixed methods research]]></article-title>
<source><![CDATA[Journal of Mixed Methods Research]]></source>
<year>2007</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>112-33</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Justice]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<name>
<surname><![CDATA[Ezell]]></surname>
<given-names><![CDATA[Helen]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Vygotskian theory and its application to language assessment: An overview for speech-language pathologists]]></article-title>
<source><![CDATA[Contemporary Issues in Communication Science and Disorders]]></source>
<year>1999</year>
<volume>26</volume>
<page-range>111-8</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kathard]]></surname>
<given-names><![CDATA[Harsha]]></given-names>
</name>
<name>
<surname><![CDATA[Pillay]]></surname>
<given-names><![CDATA[Daisy]]></given-names>
</name>
<name>
<surname><![CDATA[Pillay]]></surname>
<given-names><![CDATA[Mershen]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A study of teacher-learner interactions: a continuum between monologic and dialogic interactions]]></article-title>
<source><![CDATA[Language, speech, and hearing services in schools]]></source>
<year>2015</year>
<volume>46</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>222-41</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[Deanna]]></given-names>
</name>
<name>
<surname><![CDATA[Hemberger]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<name>
<surname><![CDATA[Khait]]></surname>
<given-names><![CDATA[Valerie]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dialogic argumentation as a bridge to argumentative thinking and argumentative writing]]></article-title>
<source><![CDATA[Infancia y aprendizaje]]></source>
<year>2016</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-48</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[Deanna]]></given-names>
</name>
<name>
<surname><![CDATA[Udell]]></surname>
<given-names><![CDATA[Wadiya]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Coordinating own and other perspectives in argument]]></article-title>
<source><![CDATA[Thinking and Reasoning]]></source>
<year>2007</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>90-104</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Larson]]></surname>
<given-names><![CDATA[Bruce]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Classroom discussion: a method of instruction and a curriculum outcome]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2000</year>
<volume>16</volume>
<numero>5-6</numero>
<issue>5-6</issue>
<page-range>661-77</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lefstein]]></surname>
<given-names><![CDATA[Adam]]></given-names>
</name>
<name>
<surname><![CDATA[Snell]]></surname>
<given-names><![CDATA[Julia]]></given-names>
</name>
</person-group>
<source><![CDATA[Better than best practice. Developing teaching and learning through dialogue]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Abingdon ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leitão]]></surname>
<given-names><![CDATA[Selma]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The potential of argument in knowledge building]]></article-title>
<source><![CDATA[Human Development]]></source>
<year>2000</year>
<volume>43</volume>
<page-range>332-60</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[Mang]]></given-names>
</name>
<name>
<surname><![CDATA[Zheng]]></surname>
<given-names><![CDATA[Chunping]]></given-names>
</name>
<name>
<surname><![CDATA[Tang]]></surname>
<given-names><![CDATA[Xiaolan]]></given-names>
</name>
<name>
<surname><![CDATA[Sang]]></surname>
<given-names><![CDATA[Guoyuan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting]]></article-title>
<source><![CDATA[Journal of Computers in Education]]></source>
<year>2015</year>
<volume>2</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>475-91</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mameli]]></surname>
<given-names><![CDATA[Consuelo]]></given-names>
</name>
<name>
<surname><![CDATA[Molinari]]></surname>
<given-names><![CDATA[Luisa]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching interactive practices and burnout: A study on Italian teachers]]></article-title>
<source><![CDATA[European Journal of Psychology of Education]]></source>
<year>2017</year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>219-34</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marinac]]></surname>
<given-names><![CDATA[Julie]]></given-names>
</name>
<name>
<surname><![CDATA[Woodyatt]]></surname>
<given-names><![CDATA[Gail]]></given-names>
</name>
<name>
<surname><![CDATA[Ozanne]]></surname>
<given-names><![CDATA[Anne]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigating adult language input and young children&#8217;s responses in naturalistic environments: An observational framework]]></article-title>
<source><![CDATA[Child Language Teaching and Therapy]]></source>
<year>2008</year>
<volume>24</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>265-84</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McMillan]]></surname>
<given-names><![CDATA[James]]></given-names>
</name>
<name>
<surname><![CDATA[Schumacher]]></surname>
<given-names><![CDATA[Sally]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación educativa: una introducción conceptual]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Pearson]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McNeil]]></surname>
<given-names><![CDATA[Katherine]]></given-names>
</name>
<name>
<surname><![CDATA[Knight]]></surname>
<given-names><![CDATA[Amanda]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; pedagogical content knowledge of scientific argumentation: The impact of professional development on K-12 teachers]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2013</year>
<volume>97</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>936-72</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mercer]]></surname>
<given-names><![CDATA[Neil]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The analysis of the classroom talk: Methods and methodologies]]></article-title>
<source><![CDATA[British Journal of Educational Psychology]]></source>
<year>2010</year>
<volume>80</volume>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mercer]]></surname>
<given-names><![CDATA[Neil]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The social brain, language, and goal-directed collective thinking: A social conception of cognition and its implications for understanding how we think, teach, and learn]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2013</year>
<volume>48</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>148-68</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mercer]]></surname>
<given-names><![CDATA[Neil]]></given-names>
</name>
<name>
<surname><![CDATA[Hennessy]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<name>
<surname><![CDATA[Warwick]]></surname>
<given-names><![CDATA[Paul]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year>2019</year>
<volume>97</volume>
<page-range>187-99</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Monarca]]></surname>
<given-names><![CDATA[Héctor]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Participación dialógica en la universidad: condición para el desarrollo del pensamiento crítico y el compromiso social]]></article-title>
<source><![CDATA[Revista Iberoamericana de Educación Superior]]></source>
<year>2013</year>
<volume>4</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>53-62</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murphy]]></surname>
<given-names><![CDATA[Karen]]></given-names>
</name>
<name>
<surname><![CDATA[Wilkinson]]></surname>
<given-names><![CDATA[Ian]]></given-names>
</name>
<name>
<surname><![CDATA[Soter]]></surname>
<given-names><![CDATA[Anna]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Instruction based on discussion]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Mayer]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Alexander]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook on Research on Learning and Instruction]]></source>
<year>2011</year>
<page-range>382-407</page-range><publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ogienko]]></surname>
<given-names><![CDATA[Olena]]></given-names>
</name>
<name>
<surname><![CDATA[Rolyak]]></surname>
<given-names><![CDATA[Angelina]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Model of Professional Teachers&#8217; competences formation: European dimension]]></article-title>
<source><![CDATA[TEPE 3rd Annual Conference. Teacher Education Policy in Europe: Quality in Teacher Education]]></source>
<year>2009</year>
<page-range>158-68</page-range><publisher-loc><![CDATA[Umeå ]]></publisher-loc>
<publisher-name><![CDATA[Umeå University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pajares]]></surname>
<given-names><![CDATA[M. Frank]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; beliefs and educational research: cleaning up a messy construct]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1992</year>
<volume>62</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>307-32</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Parcerisa]]></surname>
<given-names><![CDATA[Artur]]></given-names>
</name>
<name>
<surname><![CDATA[Bascos]]></surname>
<given-names><![CDATA[Sònia]]></given-names>
</name>
<name>
<surname><![CDATA[Calafell]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<name>
<surname><![CDATA[Comas]]></surname>
<given-names><![CDATA[Montse]]></given-names>
</name>
<name>
<surname><![CDATA[Noguera]]></surname>
<given-names><![CDATA[Ingrid]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Innovació en educació. De la idea a l&#8217;acció. Procés participatiu cap a l&#8217;INNED 2]]></article-title>
<source><![CDATA[Revista d&#8217;Innovació i Recerca en Educació]]></source>
<year>2011</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>82-95</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Parker]]></surname>
<given-names><![CDATA[Walter]]></given-names>
</name>
<name>
<surname><![CDATA[Hess]]></surname>
<given-names><![CDATA[Diana]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching with and for discussion]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2001</year>
<volume>17</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>273-89</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pozo]]></surname>
<given-names><![CDATA[Juan Ignacio]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprender en tiempos revueltos]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Alianza]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reznitskaya]]></surname>
<given-names><![CDATA[Alina]]></given-names>
</name>
<name>
<surname><![CDATA[Wilkinson]]></surname>
<given-names><![CDATA[Ian]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professional development in dialogic teaching: helping teachers promote argument literacy in their classrooms]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Scott]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hargreaves]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Sage Handbook of Learning]]></source>
<year>2017</year>
<page-range>219-32</page-range><publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Sage Publication]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reznitskaya]]></surname>
<given-names><![CDATA[Alina]]></given-names>
</name>
<name>
<surname><![CDATA[Wilkinson]]></surname>
<given-names><![CDATA[Ian]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Designing professional development to support teachers' facilitation of argumentation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Mercer]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Wegerif]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Major]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Routledge International Handbook of Research on Dialogic Education]]></source>
<year>2020</year>
<page-range>254-68</page-range><publisher-loc><![CDATA[Abingdon ]]></publisher-loc>
<publisher-name><![CDATA[Routledge International Handbooks]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ruiz-Muñoz]]></surname>
<given-names><![CDATA[María Jesús]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El desarrollo de competencias orales y escritas en el marco del Espacio Europeo de Educación Superior (EEES). Reflexiones, propuestas y experiencias en el grado en publicidad y relaciones públicas]]></article-title>
<source><![CDATA[Revista de Comunicación Vivat Academia]]></source>
<year>2012</year>
<volume>14</volume>
<numero>117</numero>
<issue>117</issue>
<page-range>1341-59</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sanz]]></surname>
<given-names><![CDATA[Glòria]]></given-names>
</name>
</person-group>
<source><![CDATA[Comunicación efectiva en el aula]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stake]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación con estudio de casos]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Swain]]></surname>
<given-names><![CDATA[Merrill]]></given-names>
</name>
<name>
<surname><![CDATA[Lapkin]]></surname>
<given-names><![CDATA[Sharon]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate]]></article-title>
<source><![CDATA[Journal of immersion and content-based Language education]]></source>
<year>2013</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>101-29</page-range></nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tesch]]></surname>
<given-names><![CDATA[Renata]]></given-names>
</name>
</person-group>
<source><![CDATA[Qualitative Research. Analysis types software tools]]></source>
<year>1990</year>
<publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Falmer Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vélaz de Medrano]]></surname>
<given-names><![CDATA[Consuelo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competencias del profesor-mentor para el acompañamiento al profesorado principiante]]></article-title>
<source><![CDATA[Profesorado. Revista de Currículum y Formación del Profesorado]]></source>
<year>2009</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>209-29</page-range></nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vilà]]></surname>
<given-names><![CDATA[Montserrat]]></given-names>
</name>
<name>
<surname><![CDATA[Castellà]]></surname>
<given-names><![CDATA[Josep Maria]]></given-names>
</name>
</person-group>
<source><![CDATA[10 ideas clave. Enseñar la competencia oral en clase]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wilkinson]]></surname>
<given-names><![CDATA[Ian]]></given-names>
</name>
<name>
<surname><![CDATA[Reznitskaya]]></surname>
<given-names><![CDATA[Alina]]></given-names>
</name>
<name>
<surname><![CDATA[Bourdage]]></surname>
<given-names><![CDATA[Kristin]]></given-names>
</name>
<name>
<surname><![CDATA[Nelson]]></surname>
<given-names><![CDATA[Kathryn]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Changing teachers&#8217; beliefs and practices through professional development in language arts classrooms]]></article-title>
<source><![CDATA[Language and Education]]></source>
<year>2017</year>
<volume>31</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>65-82</page-range></nlm-citation>
</ref>
<ref id="B65">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zlati&#263;]]></surname>
<given-names><![CDATA[Lidija]]></given-names>
</name>
<name>
<surname><![CDATA[Bjeki&#263;]]></surname>
<given-names><![CDATA[Dragana]]></given-names>
</name>
<name>
<surname><![CDATA[Marinkovi&#263;]]></surname>
<given-names><![CDATA[Sne&#382;ana]]></given-names>
</name>
<name>
<surname><![CDATA[Bojovi&#263;]]></surname>
<given-names><![CDATA[Milevica]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development of teacher communicative competence]]></article-title>
<source><![CDATA[Social and Behavioral Sciences]]></source>
<year>2014</year>
<volume>116</volume>
<page-range>606-10</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
