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Birds, including canaries and other birds, have become increasingly popular as pets. Bird fairs, where breeders gather and show their production in a championship setting, present a setting for possible Salmonella spp. contamination and transmission. Therefore, this study estimated the rate of Salmonella spp. isolation from cage papers, located in the bottom of cages of exotic pet birds, including canaries. Collected Salmonella isolates were used to determine the antimicrobial resistance profile to 52 antibiotics and 17 commercial disinfectants, based on pure or a mixture of acids, alcohols, aldehydes, alkalis, halogens, peroxygen, and quaternary ammonium compounds. The samples consisted of 774 cage papers taken in the 2015 Argentinean canary breeder championship, pooling three cage papers into one sterile sampling bag. Only one pool of the cage papers was positive for Salmonella spp. (0.4%), which belonged to the sample from three frill canary cages. Two strains of Salmonella serotype Glostrup were isolated, which were only resistant to sulfonamides and erythromycin and sensitive to alkali-based product PL301 AS. Although the rate of Salmonella spp. isolation from cage papers in an Argentinean canary breeder championship is low, it should not be discounted because Salmonella ser. Glostrup can be a source of human Salmonella outbreaks and they show high resistance to disinfecting products.

Simple Summary: This study was conducted to estimate the rate of Salmonella spp. isolation from cage papers, located in the bottom of canaries' cages and those of other exotic pet birds, in the 2015 Argentinean canary breeder championship. Furthermore, we determined the antimicrobial resistance profile of the isolates for antibiotics and commercial disinfectants. One pool of 258 cage paper pools was positive for Salmonella spp. (0.4%). Two strains of Salmonella serotype Glostrup were isolated, which were only resistant to sulfonamides and erythromycin and sensitive to alkali-based product PL301 AS. Although the rate of Salmonella spp. isolation from cage papers in an Argentinean canary breeder championship is low, this is the first study conducted in Argentina on Salmonella spp. isolation from these materials of pet birds. However, Salmonella ser. Glostrup isolated strains could be a source of human Salmonella outbreaks, and they show high resistance to disinfecting products. Birds, including canaries and other birds, have become increasingly popular as pets. Bird fairs, where breeders gather and show their production in a championship setting, present a setting for possible Salmonella spp. contamination and transmission. Therefore, this study estimated the rate of Salmonella spp. isolation from cage papers, located in the bottom of cages of exotic pet birds, including canaries. Collected Salmonella isolates were used to determine the antimicrobial resistance profile to 52 antibiotics and 17 commercial disinfectants, based on pure or a mixture of acids, alcohols, aldehydes, alkalis, halogens, peroxygen, and quaternary ammonium compounds. The samples consisted of 774 cage papers taken in the 2015 Argentinean canary breeder championship, pooling three cage papers into one sterile sampling bag. Only one pool of the cage papers was positive for Salmonella spp. (0.4%), which belonged to the sample from three frill canary cages. Two strains of Salmonella serotype Glostrup were isolated, which were only resistant to sulfonamides and erythromycin and sensitive to alkali-based product PL301 AS. Although the rate of Salmonella spp. isolation from cage papers in an Argentinean canary breeder championship is low, it should not be discounted because Salmonella ser. Glostrup can be a source of human Salmonella outbreaks and they show high resistance to disinfecting products. [ABSTRACT FROM AUTHOR]

RESUMEN A lo largo de la segunda mitad siglo XX en la Argentina diferentes actores inscriptos en las instituciones de formación de profesores de Educación Física procuraron promover disimiles discursos y prácticas con el objeto de legitimar en distintas esferas sociales a la disciplina. En esos procesos se establecieron diálogos con diversos saberes científicos constituyéndose lo que los actores de la Educación Física denominaron como “tradiciones disciplinares”, asimismo promovieron desiguales inscripciones dentro del sistema de educación superior. En este artículo profundizaremos en los procesos de configuración de las saberes y prácticas que hicieron a la construcción de la identidad de los profesores de educación física en las décadas de 1970 y 1980. Para ello, analizaremos fuentes primarias y secundarias entre ellas se destacan los planes de estudio y los expedientes administrativos de distintas instituciones de formación. En cada uno de los casos atenderemos a las tramas de construcción de los mismos. El recorrido posibilitará evidenciará que en el período considerado las producciones identitarias de los profesores de educación física comenzarán a pensarse en una relación de necesidad y de tensión entre la investigación y la docencia.

En este trabajo se analiza la valoración que se realiza de la producción científica y tecnológica de postulantes a la Carrera de Investigador Científico (CIC) del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) de Argentina, en la categoría inicial, denominada Investigador Asistente. En particular se discuten los criterios de evaluación explicitados para el ingreso a dicha carrera, en sus diferentes modalidades y áreas del conocimiento, que fueron difundidos por CONICET en las convocatorias 2018 y 2019, los cuales fueron categorizados con fines comparativos para identificar el valor relativo asignado en cada área a la producción científica. Además, a fin de analizar cómo se aplican en las distintas subcomisiones estos criterios generales, se tuvieron en cuenta cuestiones observadas en dictámenes recibidos por postulantes. Para finalizar, se presentan una serie de propuestas que se considera contribuirían a descentrar el lugar del paper como factor central en la evaluación.

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.

This article embraces the framing studies’ perspective to approach the media construction of the current techno-environmental controversy between Argentina and Uruguay, due to the location of an industrial plant to produce cellulose paper in the uruguayan community of Fray Bentos. The analysis is centered on the respective coverages developed by two argentinean print media –daily newspapers Clarín and Página 12– during three key stages in the evolution of the conflict. A sample composed of 1004 articles was examined using a protocol based in previously tested instruments, which was elaborated to quantify the incidence of five frames established a priori: a) environmental; b) scientific-technological; c) political-juridical; d) social; e) of economic causes & consequences. The evidence collected indicates that the analyzed media represented the controversy mostly in political-juridical terms and drastically overshadowed its environmental origins and the discrepancies of scientific and technical nature involved in its roots and development. The article discusses some results of the research experience, as well as the limitations and posibilites to extend the framing typology rehearsed here to other media coverages of similar situations, independently of its specific object.

Content and Language Integrated Learning (CLIL) is a relatively novel approach to L2 learning. Designed under this approach, this paper proposes a set of three activities that seek to foster secondary level students' critical thinking, creativity, and intrapersonal skills. English language learning is integrated with the specific subjects of Literature, by analyzing and creating poetry, and History, discussing poems by Marcelo Gelman, Osvaldo Balbi, and Joaquín Enrique Areta, who were victims of the final Argentina's military dictatorship (1976-1983).

The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit "with the aim of understanding how this analytical tool supports design for learning." A thematic analysis of five workshops attended by 40 educators from diverse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts; supporting the visualization of (dis)connections and (in)coherence in designs; prompting critical reflection on past practices and contexts; and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.

Higher education institutions have been complicit with the ongoing coloniality project that reinforces and perpetuates inequities, dismisses interests, knowledges, alternative discourses, and world views different from Western European thought (Bell, 2018; Dastile & Ndlovu-Gatsheni, 2013; Harms-Smith & Rasool, 2020). Education is rooted in colonialism, which raises doubts about the feasibility of universities implementing a decolonial agenda (Dhillon, 2021). To contribute to the conversation about decolonial praxis and the documented efforts in the literature on how to enact a decolonial rehumanizing agenda, this paper presents a systematic literature review of works from the Global South that attempt to disentangle universities from colonial practices in higher education. The works reviewed describe a variety of practices from pedagogical practices, curriculum changes, and institutional connections with marginalized communities that make visible knowledges, languages, and perspectives traditionally excluded from universities.

In this paper we present the analysis and interpretation of data collected during an intercultural virtual exchange undertaken in 2020 in which students from Argentina and the USA explored how trauma and suffering associated with COVID-19 can be channeled through collaborative artistic multimodal creations, and how approaching this in a productive way can lead to self-transformation in terms of intercultural and civic growth. To obtain unbiased data, we did not give the students information on the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC; 2018) which was fundamental to our conceptualization. Here, we apply an ex post facto research method to explore which of the 20 competences for democratic culture included in the RFCDC were mobilized and deployed by our students during this project. We do so by analyzing their multimodal artistic creations, social actions, and their civic statements from the perspective of the RFCDC definitions and descriptors. Findings indicate that the virtual exchange project contributed to the cultivation of 'democratically and interculturally competent citizens' as conceptualized in the Reference Framework of Competences for Democratic Culture.

Objective/Context: The article seeks to analyze the problematic and paradoxical normative-administrative translation of the paradigm of human rights in Argentina's current migration policies. The study of this case is of particular interest, on the one hand, because Argentina has been and is the leading Mercosur country receiving migrations in the past decades, and, on the other hand, because its migratory management model, inaugurated in 2004 with the sanction of the Law of Migrations 25871, even if it finds itself based around the human rights approach, coexists with an emphasized tendency towards securitization and control. Methodology: The investigation that supports this article is qualitative: the main ideas and conclusions have been extracted from the study of laws, decrees, regulations, reports, and resolutions emitted by different national and international public agencies, also from the comparison and contrast with secondary bibliography. Conclusions: The advancement of the securitarian approach on migration, centered more on control than regulation, together with the lack of normative and administrative adaptation of the different state agencies in the guaranty of rights recognized as universal, explain the ineffectiveness of the human rights paradigm in critical areas such as being the documentary regularization policy and the access to universal rights. Originality: The article seeks to deepen the analysis of Argentina's migration policies, focusing on the different supra, intra, and counter-state levels involved in its implementation. [ABSTRACT FROM AUTHOR]

The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in "Understanding the Impact of Covid-19 on College Student Academic and Social Lives," Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.

How should educators teach about one of the most complex and pressing issues of our times? This paper presents an empirically-grounded framework to help educators understand the opportunities and challenges of engaging youth around the topic of migration, including migration involving refugees. It stresses the importance of inviting youth to dialogue in ways that involve "slowing down, sharing stories, and making connections." The framework emerged from a design-based research study involving an experimental online learning community and curriculum on the topic of human migration. Posts and comments involving 140 teens from seven countries were closely analyzed using a modified grounded theory approach that incorporated constructivist principles. 14 interviews with participating educators also informed the analysis. The framework proposes that youth be supported to develop (1) curiosity and engagement about individual migration stories and migration in general, (2) nuanced understanding of the complex and diverse factors that help shape historical and contemporary migration experiences, and (3) critical awareness of their own and others' perspectives on migration and migrants. A visual representation is provided. Specific examples of student dialogue are unpacked to illustrate the framework, with discussion of the following cognitive and affective challenges: "the Three O's" of overgeneralization, overconfidence, and othering. The paper argues that youth of all backgrounds need opportunities to learn about migration in ways that allow them to leverage their various experiences and perspectives and engage with one another in meaningful, authentic ways.

This paper reports the findings of a case study carried out in an English for specific purposes class with student tour guides at an Argentinean university. The main objective of this research project was to analyse how the teaching practices in the English language classes favoured intercultural exchanges. Data were gathered through document analysis, surveys, and interviews with students and with core-subject professors. Results were analysed qualitatively. We conclude that we must foster a friendly and safe learning environment to give voice to learners from native communities so that they can express their own identities and thus give way to enriching intercultural dialogue.

In this paper, the authors identify and analyze public policy and the investment and expenditure that the governments of Argentina, Chile, Colombia, Paraguay and Uruguay commit to make in the development and procurement of textbooks, books and digital content for primary and secondary education (K-12). The aim is to identify and propose a roadmap for developing policies that advance the principles of the Paris Open Educational Resources Declaration. In the region, digital content coexists with and complements the traditional ones. Paper textbooks continue to have a leading role in the education systems of the region. In this context, the authors assess how the acquisition of traditional and digital materials occurs and offer some recommendations to the governments to adjust their public spending policies on educational resources development and procurement. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]

This article introduces a special issue of EPAA/AAPE devoted to recent higher education reforms in Latin America. The last two decades have seen much policy development in higher education in the region, examined and discussed by scholars in each country, but dialog with the international literature on higher education reform, or an explicit comparative focus, have been mostly absent from these works. By way of presentation of the papers included in this issue, we first provide an overview of major policy changes in higher education in the Latin American region since the 1990s. We then turn to the six works in this special issue to describe the theories and methods supporting them. Next, we illustrate how general analytic categories can be derived from single or multi country case studies to illuminate themes capable of cutting across the particulars of national contexts, with their unique traditions, policy paths, and politics. Our three common threads are, first, the types of drivers for reform, that is, how policy change originates, either bottom-up from the institutions, or top-down from the government, and various possibilities in between. Second, understanding challenges to institutional autonomy in a continuum of intensity of state intended intervention in higher education. Third, explaining different levels of strain between public and private sectors in higher education based on conditions of competition for economic resources. While the papers in this special issue do not cover all countries, nor all issues on which policy has been crafted in the last two decades across the region, the collection of articles herein account for topics of enduring importance: faculty work in Ecuador, financial aid in Colombia, public policy decentralization in Argentina, quality assurance models in Colombia and Uruguay, the emerge of new institutions and universities in Argentina and Uruguay, and social justice, access, and inclusion in higher education, in Argentina, Bolivia, Brazil, Chile, Colombia, and Ecuador. The articles presented in this special issue provide much insight onto higher education policy in Latin America and, additionally, offer ample opportunity to develop social science knowledge on the basis of strong comparative work.

This paper originates from a narrative inquiry into English teachers' identity carried out with 24 undergraduates at an Argentinean university English as an international language teacher education program. Grounded in a narrative conceptualization of identity, this enquiry gathered participants' storied field texts that were analyzed narratively. This paper explores how students' narratives disclosed the exercise of their agency concerning the program's curriculum by deciding how and when (not) to invest, reinvest, or divest their personal time in scheduled courses. We problematize these categories originating in undergraduates' narratives, connecting them to literature in the field of curriculum. The conclusion suggests the implications these situated findings entail for English as an international language teacher education curriculum and research.

This paper analyses the use of Twitter as a presidential communication channel during the first few months of the COVID-19 crisis. The aim is to determine how four recently elected presidents (those of Spain, Argentina, Mexico and Brazil) managed their political communication, and to explore the thesis that they resorted to populist messages during the first months of their terms in office. Using a qualitative methodology and the XL Node tool to capture data, a comparative analysis was performed on the messages posted on their personal Twitter accounts during the first 20 weeks of 2020, classified in six categories: polarization; conspiracy; exaltation and leadership; personalisation and privacy; emotions and feelings; and media publicity. The results indicate that the four presidents share populist traits, but to a different extent. López Obrador and Bolsonaro display a more populist profile, with emotional appeals to the people and to their saving action as regards the implementation of health policies. Conversely, Alberto Fernández and Pedro Sánchez are more akin to the pop politician profile, posting photographs and media messages with a view to receiving press coverage. Both post tweets, based on values and historical events, aimed at their grassroots supporters. The main conclusion is that the pandemic has enhanced the presidential and personalist profiles of the four leaders, although their actions during the COVID-19 crisis were not necessarily in keeping with the populist paradigm. Thus, Sánchez and Bolsonaro implemented a health management communication strategy, while López Obrador and Fernández paid scant attention to health policy.

The COVID-19 pandemic generated a new scenario in education, where technological resources mediate teaching and learning processes. This paper presents the development of a virtual teacher training experience aimed at promoting inferential reasoning in practicing and prospective mathematics teachers using inference problems on the Chi-square statistic. The objective of this article is to assess the implemented or intended institutional meanings and the degree of availability and adequacy of the material and temporal resources necessary for the development of the training experience. For this purpose, we use theoretical and methodological notions introduced by the Ontosemiotic Approach to Mathematical Knowledge and Instruction (OSA), among which are the notions of practice and suitability criteria. The participants of this experience were divided into three groups; one of them was comprised of practicing teachers and the other two of prospective teachers. The intervention used different virtual modalities that enabled the development of the participants' inferential reasoning in a similar way.

This paper aims to evaluate and discuss the digital competence of academics at universities, to identify challenges and define recommendations for policy. This study was conducted through collaboration between the Joint Research Centre (JRC) of the European Commission and Metared of the Universia Foundation, surveying 30,407 participants who present the perceptions of their own digital competence levels. These self-reflections took place in universities in seven countries, namely Argentina, Brazil, Colombia, Chile, Peru, Mexico and Portugal, and used the Check-In tool, which consists of 22 questions based on the European Framework for the Digital Competence of Educators--or 'DigCompEdu' framework. A descriptive statistical analysis was performed, followed by a qualitative evaluation. Almost 70% of the academics have an average intermediate level of competence when the data is aggregated, with results varying in each DigCompEdu area according to the specific question asked. There is no significant difference between young and senior academics, as well as between men and women. The results present a discussion of whether the age and gender of educators and their work environment have an impact on their digital competence level, and at the same time highlights the areas in which educators perceive themselves to be most and least competent. It shows how the amount of institutional support that is offered affects the academics' perceptions of their level of digital competence. On the basis of the results, recommendations are presented for higher-education institutions, with the aim of supporting the professional development of their academics.

This paper reports on the results of the design and implementation of a didactic device proposed by a mathematics teacher-trainee. This student did a course designed for didactic-mathematical training with the aim of adopting a non-traditional didactic model based on research, while linking mathematics with other disciplines. The teacher-trainee developed its implementation in a senior- course of an Argentine high school. This didactic device is based on the analysis of a real and present situation whose study allows to make some gestures of the questioning world paradigm, in the current conditions of an Argentine high school.

Latin American countries have evolved over the years. Still, after years of military reign, socioeconomicinstability, and civil wars, the region has been known for its anti-hegemonic economic growth (educationalpolicies) strategies. Central and South America's educational system has long been under investigation by researchers both theoretically and empirically. The transition of its education system through the introduction of centralized, liberalized, and populist ideology has sparked many researchers' interest. This paper aims to understand and compare 14 Latin American countries' education orientation. The study uses a matrix table to visualize the qualitative finding.

This paper examines service-learning case studies in Argentina, Mexico, and the United States. It analyzes whether Andragogy, the study of how to teach adult learners, is equally applicable and effective in different country contexts. First, we argue that service-learning is the most natural and appropriate teaching technique that aligns with the Theory of Andragogy. We then discuss how a clear understanding of Andragogy is the key to helping mature students process knowledge. Two cases of service-learning in an international context provide a research platform for examining differences in learning concepts, constructs, and student competences. We juxtapose Argentina and Mexico governance against U.S. governance, and we differentiate the public policy challenges within the two contexts. Our methodological approach employs grounded theory to identify themes of knowledge transfer through problematic environments. By comparing service-learning strategies in Argentina and Mexico vis-à-vis in the U.S., we find variations in assumptions of public administration practice, teaching methods, and student learning outcomes.

This paper summarizes a narrative inquiry carried out with forty volunteer undergraduate participants attending the course Overall Communication, in the English Teacher Education Program in the School of Humanities of the "Universidad Nacional de Mar del Plata," Argentina. It addresses their family/academic identities and personal practical knowledge--as articulated in their written narratives about a class activity concerning the telling of "unheroic" lives--produced by these students while exploring heroes in Irish films. Narrative interpretation of these undergraduates' work yields categories of analysis concerning story protagonists' origins, moral values, types of knowledge generated, and implications for English teacher education. Finally, the paper discusses some issues its findings raise in this field.

Argentina seems to favour CLIL (content and language integrated learning) as a language-driven approach in secondary and higher education. In this paper, I investigate curriculum development and lesson planning based on trainees' perceptions and lesson plans submitted to pass a module on Didactics as part of their formal initial English language teacher education. My aim is to compare what a group of trainees does in relation to the notion of CLIL as forward curriculum planning and the frameworks posited in the CLIL literature. My theoretical framework is guided by the concept of didactic transposition applied to CLIL and the literature on CLIL lessons plans drawing on teachers' voices through their plans. In this paper I discuss how language-driven CLIL was envisaged by a group of 47 trainees enrolled in a teacher education course in southern Argentina. Data emerged from a survey and lesson plans aimed at secondary-school learners for whom English was usually taught two hours a week. Results show that language-driven CLIL follows forward design; it focuses more on content than on explicit knowledge of the language, and it is aimed at revising language with older learners.

In this paper we reflect on the extent to which the learner-centred curriculum in English language teaching includes teachers and learners. We briefly describe the top-down nature of curriculum development in Argentina, then describe and discuss personal and collaborative explorations based on our identities as teachers of English in secondary education with a people-centred approach in the classroom. Through this paper we wish to highlight pedagogies and teacher strategies which are enacted for and from the classroom and built around both teachers and learners. Recommendations for policy makers are included.

Water, is in Spain a scarce commodity and although we have an age-old water culture, with an emblematic Court, such as the "Tribunal de las Aguas de Valencia", hydraulic infrastructure, hydrological basin plans, legislation and hydraulic administration since the 20th Century, there are problems of scarcity, water quality and extreme events that often lead to conflicts between users and also among the responsible administrations for their management. Within this framework, it is of a great interest the training of technicians in matters related to planning, quality and integrated water resources management for sustainable development. In Argentina (especially in the NOA) and until a few years ago, water has not been considered as a scarce commodity. In addition to this, they do not have the history and culture of Spain on issues related to their management, planning and governance. Now, they have begun to establish laws and regulations, as well as, an Association of Consortia of Public Water Users, needing external advice. Therefore, it is necessary, to train technicians in water resources capable of working in areas related to their planning and sustainable management, with knowledge related to the quality required by users. These technicians could be integrated, both in the responsible water administrations', as well as, in private companies. The project that is the object of this paper is based on preparing a double master's degree, in which the training needs of the students graduated of Spanish and Argentina Engineering Schools are taken into account.

In this paper, we analyse how N = 31 in-service teachers study the question that could generate a Study and Research Path (SRP): How does a parabolic antenna work? We also consider how they design lessons based on this question, by adopting the pedagogy of questioning the world according to the Anthropological Theory of the Didactic (ATD). The teachers investigated the question individually and in groups during an on-line course on Mathematics Didactics. Then, we asked to the teachers to organize a possible instruction oriented to an institution known to them, based on the question they analysed before. Written texts produced by the teachers in both roles, studying the question and planning lessons are analysed using qualitative techniques and the concept of RSP. The results describe the main difficulties of in-service teachers to planning instruction according to the paradigm of research and questioning of the world proposed by the ATD.

Criticality has recently made its way into the field of English Language Teaching. It has mainly fostered the study of teachers' individual commitments with their social context. A reflective account is offered here based on my praxis when I adopted a critical pedagogy to teach literature in the English language teacher education program at the National University of La Pampa (UNLPam) in Argentina. Drawing on observations and documents, I give in this paper an autoethnographic account of my practice. The results show that I maintained a constant questioning of my practice and a persistent wariness about the appropriateness of keeping a critical position in my teaching context. All teachers should perform these two reflective actions in view of our role as socially and pedagogically responsible agents of practice.

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This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.

Introduction: The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most worldwide employed scales to assess self-regulated learning and its factor structure is a topic of debate nowadays. In this paper the internal structure of the instrument is analyzed on university students of Argentina and Uruguay. The aim was to extract a short version of the MSLQ. Method: 918 Argentinian and Uruguayan university students participated. An exploratory factor analysis as well as confirmatory factor analysis was applied using SPSS 21, SIMLOAD and LISREL 8.8 respectively. The factor invariance of the model was tested through the segmentation of each sample according to country, age and gender. The internal consistency was calculated for each sample using the Omega coefficient, these coefficients were compared using the "AlphaTest" program and the coefficient q. Results: The exploratory factor analysis yielded a hexafactorial solution that kept 18 items. This structure was tested in the sample of each country through a confirmatory factor analysis, which verified adequate fit indices (CFI > 0.90, RMSEA < 0.06). The factorial invariance of the model was tested, verifying the metric equivalence ([delta]CFI < 0.009, [delta]RMSEA < 0.002). For each dimension and country, internal consistency was estimated, obtaining values between 0.55 and 0.79. Discussion and Conclusion: The abbreviated version of the MSLQ will allow to have further understanding of the way in which Argentinian and Uruguayan students self-regulate their learning. This information could prove useful for the design of interventions that promote self-regulated learning processes at a college level. Future research will test the structure hereby obtained, aiming to verify whether its results persist in different academic orientations and countries.

The process toward academic literacy aims at developing academic reading and writing together with higher academic competences of increasing relevance for undergraduate students as future teachers and researchers. Such a process is even more complex in ELT vocational courses where non-English speaking trainees study English as a system while they are in the process of becoming proficient users of this foreign language. This paper shares our action research experience with undergraduate non-native students at an English teacher training program in Argentina. From the Writing Across the Curriculum (WAC) approach, the implementation of data-driven learning (DDL) assignments has proved to contribute to their process of enculturation and the promotion of subject learning while fostering the development of disciplinary thinking.

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.

Comparative Education is a discipline that helps to identify the similarities and differences between two or more education systems in different cultures and countries, and which puts forward useful suggestions about the ways to educate people (Türkoglu, 1985). Ever since the Salamanca Statement (UNESCO, 1994), inclusive education has taken considerable steps globally. In this sense, governments have taken action to apply educational policies in order to eliminate students' disadvantages arising from gender, disability, culture, ethnicity, socioeconomic background, etc. The purpose of this paper is to compare inclusive education in Turkey and Argentina utilizing Bereday's (1964) comparative education model. Comparing inclusive education in Turkey and Argentina not only contributes to a better understanding of the inclusive education implications in these two developing countries, but it also helps in defining problems and proposing solutions. While inclusive education policies in Turkey focus on disabled students and students with learning difficulties, in Argentina they focus on disadvantaged groups in order to provide educational equality.