副系主任 (國際化)/副教授
https://www.eduhk.hk/ece/files/thumbnail7/department/ece/staff/white/3Alfredo.jpg
(852) 2948 7948
(852) 2948 7160
B3-2/F-34
abautista@eduhk.hk
PhD in Psychology. Universidad Autónoma de Madrid, Spain. School of Psychology
“Diploma de Estudios Avanzados” in Psychology (Equivalent to Master’s Degree). Universidad Autónoma de Madrid, School of Psychology,Spain
“Certificado del Periodo Docente de Tercer Ciclo” in Music History and Musical Sciences (Master’s Degree Courses). Universidad Autónoma de Madrid, School of Philosophy. Department of Music,Spain
Degree in Psychology. Universidad Autónoma de Madrid, Spain. School of Psychology
Degree in Music Theory, Transposition, and Accompaniment. Real Conservatorio Superior de Música de Madrid,Spain
Degree in Piano Performance. Real Conservatorio Superior de Música de Madrid,Spain
Research Areas
Teacher learning and professional development
Instructional practices
Early childhood education
Selected Funded Projects
Co-Principal Investigator. A Multi-Disciplinary Research Programme in Research on Child Development. Principal Investigator: Prof Kerry LEE. Central Reserve Allocation Committee (CRAC, EdUHK). Reference #04A05
Principal Investigator. ‘Rhythm and Movement for Self-Regulation’ (RAMSR) in Hong Kong Kindergartens: Development, Piloting, and Teacher Training. Strategic Research Funding Scheme | EdUHK’s Department of Early Childhood Education (2019). Reference # SRSF2018/19-001
Principal Investigator. Hong Kong Kindergarten Teachers’ Professional Development Needs and Preferences regarding Music and Movement: A Survey Study. Departmental Research Grant (2018/19) for Full-Time Academic Staff (DRG2018-19/004)
Principal Investigator. Music and movement in kindergarten education: Hong Kong teachers’ training needs and perceptions of the RAMSR intervention. Start-Up Grant for Associate Professors, Committee on Research & Development. RG 75/2018-2019R.
Co-Principal Investigator. Singapore Kindergarten Impact Project (SKIP). Principal Investigator: Dr Rebecca BULL. National Institute of Education, Nanyang Technological University (Singapore). Funded by Education Research Funding Programme (Grant # OER 09/14 RB)
Principal Investigator. SKIP Development Project: Learning Resources for Singapore Early Childhood Educators.Type of grant: Development grant commissioned by the National Institute of Early Childhood (NIEC | NIE)
Co-Principal Investigator. A Comparative Study of Early Childhood Education in Selected High Performing Countries.Principal Investigator: Prof Sharon Lynn KAGAN.Funded by the USA National Center on Education and the Economy (United States)
Principal Investigator. Towards Responsive Professional Development for Singapore Music Teachers. Phase 3: Investigating Effectiveness of PD Prototypes.Type of grant: MOE-Contracted MAF Research (AFR 01/18 AB)
Principal Investigator. Towards Responsive Professional Development for Singapore Music Teachers. Phase 2: Developing Video-Based Learning Resources.National Institute of Education, Nanyang Technological University (Singapore).Funded by MOE’s Academic Funds (AFD 03/15 AB)
Principal Investigator. Towards Responsive Professional Development for Singapore Music Teachers. Phase 1: Mapping the Landscape.National Institute of Education, Nanyang Technological University (Singapore).Funded by Education Research Funding Programme (Grant # OER 02/14 AA)
Principal Investigator. Towards Responsive Professional Development for Singapore Music Teachers: Pilot study.National Institute of Education, Nanyang Technological University (Singapore).Start-Up Grant funded by Office of Educational Research (Grant # SUG 2/14 AB)
Postdoctoral Associate. The Poincare Institute for Mathematics Education.Principal Investigator: Dr. Montserrat Teixidor I Bigas (Tufts University, United States).Co-Principal Investigators: Dr. David Carraher and Dr. Analúcia Schliemann.Funded by National Science Foundation (NSF, Grant # 0962863)
Postdoctoral Fellow. Embodied Knowing and Learning in Elementary Mathematics.Principal Investigator: Dr. Jennifer S. Thom (University of Victoria, Canada).Co-Principal Investigator: Dr. Wolff-Michael Roth.Funded by SSHRC
Selected Outputs
Journal Publications
Refereed Journal Article
2020 Bautista, A., Stanley, A.-M., & Candusso, F. (2020). Policy strategies to remedy isolation of specialist arts and music teachers. Arts Education Policy Review, 122(1). doi:10.1080/10632913.2020.1746713
2020 Bautista, A., Moreno-Núñez, A., Vijayakumar, P., Quek, E., & Bull, R. (2020). Gross motor teaching in preschool education: Where, what, and how do Singapore educators teach? Infancia y Aprendizaje / Journal for the Study on Education and Development, 43(2), 443-482. doi:https://doi.org/10.1080/02103702.2019.1653057
2020 West, J., & Bautista, A. (2020). Greater than the sum of its parts: Promoting systemness in music teacher professional development. Arts Education Policy Review, 122(1). doi:10.1080/10632913.2020.1746716
2020 González-Royo, A., & Bautista, A. (2020). Ideas sobre las finalidades y funciones de la evaluación en profesores de instrumento de conservatorios de música [Conservatory music teachers’ ideas about aims and functions of assessment]. Foro de Educación, 18(1), 147-166. doi:http://dx.doi.org/10.14516/fde.651
2019 Bautista, A., Tan, C., Wong, J., & Conway, C. (2019). The role of classroom video in music teacher research: A review of the literature. Music Education Research, 21(4), 331-343. doi:https://doi.org/10.1080/14613808.2019.1632278
https://www.tandfonline.com/eprint/CAEPDRWAEJBJI6XIE8S9/full?target=10.1080/14613808.2019.1632278
2019
Bautista, A., Habib, M., Eng, A., & Bull, R. (2019). Purposeful play during learning center time: From curriculum to practice. Journal of Curriculum Studies, 51(5), 715–736.https://www.tandfonline.com/doi/abs/10.1080/00220272.2019.1611928
2019 Bautista, A., Habib, M., Ong, R., Eng, A., & Bull, R. (2019). Multiple representations in preschool numeracy: Teaching a lesson on more-or-less. Asia-Pacific Journal of Research in Early Childhood Education, 13(2), 95-122.http://www.pecerajournal.com/?page=5&a=30000781
2019 Bautista, A., & Wong, J. (2019). Music teachers’ perceptions of the features of most and least helpful professional development. Arts Education Policy Review, 120(2), 80-93. doi.org/10.1080/10632913.2017.1328379. http://www.tandfonline.com/eprint/dbFqgD3Td8wfK7uJfqN6/full
2019 Bautista, A., Wong, J., & Cabedo-Mas, A. (2019). Music teachers’ perspectives on live and video-mediated peer observation as a form of professional development. Journal of Music Teacher Education, 28(3), 28–42. doi:%2010.1177/1504
2018 Bautista, A., Moreno-Núñez, A., Bull, R., Amsah, F., & Koh, S. F. (2018). Arts-related pedagogies in preschool education: An Asian perspective. Early Childhood Research Quarterly, 5, 277-288.https://doi.org/10.1016/j.ecresq.2017.12.005
2018 Bautista, A., Toh, G.-Z., Mancenido, Z.-N. & Wong, J. (2018). Student-centered pedagogies in the Singapore music classroom: A case study on collaborative composition. Australian Journal of Teacher Education, 43(11), 1-25. Retrieved from https://ro.ecu.edu.au/ajte/vol43/iss11/21
2018 Bautista, A., Moreno-Núñez, A., Ng, S.-C., & Bull, R. (2018). Preschool educators’ interactions with children about sustainable development: Planned and incidental conversations. International Journal of Early Childhood, 50(1), 15-32. doi:10.1007/s13158-018-0213-0.http://rdcu.be/GSHn
2018 Bautista, A., Toh, G. Z., & Wong, J. (2018). Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference? Musicae Scientiae, 22 (2), 196–223. doi: 10.1177/1654.http://msx.sagepub.com/content/early/2016/10/25/1654.full.pdf+html
2018 Bautista, A., & Fernández-Morante, B. (2018). Monográfico sobre investigación en interpretación musical: Implicaciones para el desarrollo profesional docente. Psicología, Sociedad y Educación, 10(1), 1-13.http://ojs.ual.es/ojs/index.php/psye/issue/view/185
2018 González-Royo, A., & Bautista, A. (2018). Ideas de los profesores de instrumento en conservatorios sobre cómo calificar: Aspectos objetivos y subjetivos de la interpretación musical [Ideas of instrumental conservatory teachers on how to grade: Objective and subjective aspects of music performance]. Publicaciones, 8(2), 127–148. doi:10.30827/publicaciones.v48i2.8337. http://revistaseug.ugr.es/index.php/publicaciones/article/view/8337/7752
2018 González-Royo, A., & Bautista, A. (2018). ¿Cómo evalúas a tus alumnos de instrumento? Ideas del profesorado de conservatorio acerca de los procedimientos de evaluación. Psicología, Sociedad y Educación, 10(1), 103-126.http://ojs.ual.es/ojs/index.php/psye/issue/view/185
2018 Wilkerson-Jerde, M. H., Bautista, A., Brizuela, B. M., Tobin, R., & Cao, Y. (2018). More than meets the eye: patterns and shifts in what middle school mathematics teachers describe as models. Journal of Mathematics Teacher Education, 21(1), 35-61. doi: 10.1007/s10857-016-9348-9.
2018 Wong, J., & Bautista, A. (2018). How do teachers define the notion of professional development? The case of primary music teachers. Professional Development in Education, 44(4), 539–556. doi: 10.1080/19415257.2017.1369450. https://www.tandfonline.com/eprint/JAkribUAsGjfDJWzgarC/full
2017 Bautista, A. & Castelló, M. (2017). Fostering the professional development of junior authors and reviewers in scientific journals. Journal for the Study of Education and Development, 40(3), 383-406. doi: 10.1080/02103702.2017.1357250
http://www.tandfonline.com/eprint/qAdYBgKnPpt6KGEi6Vew/full
2017 Bautista, A. Yau, X., & Wong, J. (2017). High-quality music teacher professional development: A review of the literature. Music Education Research, 19(4), 455-469. doi:10.1080/14613808.2016.1249357. http://www.tandfonline.com/eprint/bqxg5ZSTFKUr2V5tMamW/full
2017 Castelló, M., Sala-Bubaré, A., & Bautista, A. (2017). Being a researcher is not only a matter of publishing: Learning to revise scientific articles. Journal for the Study of Education and Development, 40(3), 599-656. doi:10.1080/02103702.2017.1357251.
http://www.tandfonline.com/eprint/TMgKackSw4qkbFRnnN9Z/full
2017 Múñez, D., Bautista, A., Khiu, E., Keh, J.-S., & Bull, R. (2017). Preschool teachers’ engagement in professional development: Frequency, perceived usefulness, and relationship with self-efficacy beliefs. Psychology, Society, & Education, 9(2), 181-199.http://ojs.ual.es/ojs/index.php/psye/article/download/655/767
2016 Bautista, A., Ng, S. C., Múñez, D., & Bull, R. (2016). Learning areas for holistic education: Kindergarten teachers’ curriculum priorities, professional development needs, and beliefs. International Journal of Child Care and Education Policy, 10(8), 1-18. doi: 10.1186/s40723-016-0024-4.http://rdcu.be/mZKm
2016 Bautista, A., Tan, L. S., Ponnusamy, L. D., & Yau, X. (2016). Curriculum integration in Arts Education: Connecting multiple Art forms through the notion of ‘space’. Journal of Curriculum Studies, 48 (5), 610-629.http://www.tandfonline.com/eprint/ZacXuNvxVTsmMWRPPMux/full
2016 Caddle, M., Bautista, A., Brizuela, B. M., & Sharpe, S. (2016). Evaluating mathematics teachers’ professional development motivations and needs. Journal of Research in Mathematics Education, REDIMAT, 5(2), 112-134.http://hipatiapress.com/hpjournals/index.php/redimat/article/view/2093/pdf
2015 Bautista, A. & Ortega-Ruíz, R. (2015). Teacher professional development: International perspectives and approaches. Psychology, Society and Education, 7(3), 240-251. [Trans. into Spanish by A. Bautista, Desarrollo profesional docente: Perspectivas y enfoques internacionales. Psicología, Sociedad y Educación, 7(3), 343-355].http://ojs.ual.es/ojs/index.php/psye/issue/view/56
2015 Bautista, A., Wong, J., & Gopinathan, S. (2015). Teacher professional development in Singapore: Depicting the landscape. Psychology, Society and Education, 7(3), 311-326. [Trans. into Spanish by N. Navarro Gómez, Desarrollo profesional docente en Singapur: Describiendo el panorama. Psicología, Sociedad y Educación, 7(3), 423-441].http://ojs.ual.es/ojs/index.php/psye/issue/view/56
2015 Bautista, A., Cañadas, M. C., Brizuela, M. B., & Schliemann, A. D. (2015). Examining how teachers use graphs to teach mathematics in a professional development program. Journal of Education and Training Studies, 3(2), 91-106.http://redfame.com/journal/index.php/jets/article/view/676/624
2015 Bautista, A., Brizuela, B. M., Glennie, C., & Caddle, M. (2014). Mathematics teachers’ attending and responding to students’ thinking: Diverse paths across diverse assignments. International Journal for Mathematics Teaching and Learning. July Volume (28 pages).http://www.cimt.org.uk/journal/bautista.pdf
2015 Bautista, A., Wilkerson-Jerde, M. H., Tobin, R., & Brizuela, M. B. (2014). Mathematics teachers’ ideas about mathematical models: A diverse landscape. PNA, 9(1), 1-27. http://www.pna.es/Numeros2/pdf/Bautista2014PNA9%281%29Mathematics.pdf
2014 Bautista, A., Monereo, C., & Scheuer, N. (2014). La evaluación por pares como oportunidad para el aprendizaje [Trans. into English by TBD, Introduction to the special issue for junior researchers: “Peer-review as an opportunity for learning,” Infancia y Aprendizaje, 37(4), 665-686].http://www.tandfonline.com/doi/pdf/10.1080/02103702.2014.9771055
2014 Pedrazzini, A., Bautista, A., Scheuer, N., & Monereo, C. (2014). La revisión por (im)pares como instancia de aprendizaje: Un estudio de casos del proceso editorial de artículos de investigadoras noveles. [Trans. into English by J. Martin, The review by (non)peers as a learning opportunity: A case study of the editorial process of articles by junior researchers, Infancia y Aprendizaje, 37(4), 851-901].http://www.tandfonline.com/doi/full/10.1080/02103702.2014.977531
2012 Bautista, A., & Roth, W.-M. (2012). Conceptualizing sound as form of incarnate mathematical consciousness. Educational Studies in Mathematics, 79(1), 41–59. http://link.springer.com/article/10.1007%2Fs10649-011-9337-y
2012 Bautista, A., & Roth, W.-M. (2012). The incarnate rhythm of geometrical knowing. Journal of Mathematical Behavior, 31, 91–104.http://www.sciencedirect.com/science/article/pii/S0502
2012 Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., & Brizuela, B. M. (2012). Piano students’ conceptions of learning, teaching, assessment, and evaluation. Estudios de Psicología, 33 (1), 79–104.http://www.tandfonline.com/doi/abs/10.1174/803872
2011 Bautista, A., Pérez Echeverría, M. P., & Pozo, J. I. (2011). Piano teachers’ conceptions of evaluation and assessment. Revista de Educación, 355, 443–466.http://www.revistaeducacion.educacion.es/re355/re355_19.pdf
2011 Bautista, A., Roth, W.-M., & Thom, J. S. (2011). Knowing, learning, and the integrity of kinetic movement. Interchange: A Quarterly Review of Education, 42(4), 363-388. http://link.springer.com/article/10.1007%2Fs10780-012-9164-9
2011 Roth, W.-M., & Bautista, A. (2011). Transcriptions, mathematical cognition, and epistemology. The Montana Mathematics Enthusiast, 8(1&2), 51–76. http://web.uvic.ca/~mroth/PREPRINTS/Transcriptions_200R.pdf
2010 Bautista, A., Pérez Echeverría, M. P. & Pozo, J. I. (2010). Music performance conceptions about learning and instruction: A descriptive study of Spanish piano teachers. Psychology of Music, 38(1), 85–106.http://pom.sagepub.com/content/early/2009/08/11/6059
2010 Thom, J. S., Roth, W.-M., & Bautista, A. (2010). In the flesh: Living, growing conceptual domains in a geometry lesson. Complicity: An International Journal of Complexity and Education, 7(1), 77–87.https://ejournals.library.ualberta.ca/index.php/complicity/article/view/8842/7162
2009 Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., & Brizuela, B. M. (2009). Piano students’ conceptions of musical scores as external representations: A cross-sectional study. Journal of Research in Music Education, 57(3), 181–202.http://jrm.sagepub.com/content/57/3/181.abstract
2009 Scheuer, N., Bautista, A., Martín, E. & Pozo, J. I. (2009). “Después de una lectura atenta de su manuscrito…” Un análisis de los procesos de evaluación en Infancia y Aprendizaje. [“After reading your manuscript carefully…” An analysis of manuscript assessment processes in Infancia y Aprendizaje]. Infancia y Aprendizaje, 32(3), 243–264.http://www.tandfonline.com/doi/abs/10.1174/964213
2008 Bautista, A., & Pérez Echeverría, M. P. (2008). ¿Qué consideran los profesores de instrumento que tienen que enseñar en sus clases? [What do music performance teachers consider that they should teach in their classes?] Cultura y Educación, 20(1), 17–34.http://www.tandfonline.com/doi/abs/10.1174/113564?journalCode=rcye20
2008 Pozo, J. I., Bautista, A., & Torrado, J. A. (2008). El aprendizaje y la enseñanza de la interpretación musical: cambiando las concepciones y las prácticas [Learning and teaching musical performance: Changing conceptions and practices]. Cultura y Educación, 20(1), 5–15.http://www.tandfonline.com/doi/abs/10.1174/113564?journalCode=rcye20
BOOKS
2018 Bull, R., Bautista, A., Salleh, H., & Karuppiah, N. (2018). A case study of the Singapore early childhood education and care system. Evolving a harmonized hybrid system of ECEC: A careful balancing act. New York, NY: Teachers College Press. Report commissioned by USA National Center on Education and the Economy (NCEE). Retrieved from: ncee.org/wp-content/uploads/2019/03/EA-Singapore-Case-Study-022819.pdf.
BOOK CHAPTERS
2020 Bautista, A. (2020). Formación y desarrollo profesional docente en profesores de interpretación musical: propuestas para cambiar concepciones y prácticas. In Pozo, J. I., Pérez-Echeverría, M. P., Torrado, J. A., & López-Íñiguez, G. (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 381-410). Madrid: Morata.
2020 González-Royo, A., & Bautista, A. (2020). Repensando la forma de evaluar a los alumnos de instrumento. In Pozo, J. I., Pérez-Echeverría, M. P., Torrado, J. A., & López-Íñiguez, G. (Eds.), Aprender y enseñar música: Un enfoque centrado en los alumnos (pp. 325-342). Madrid: Morata.
2019 Bautista, A., Chua, S.-L., Wong, J., & Tan, C. (2019). Developing video-based learning resources for Singapore music teachers. In E. Retnowati, M. A. Suprapto, K. Jerusalem, & W. Sugiyarto (Eds.), Innovative Teaching and Learning Methods in Educational Systems (pp. 151-158). London, UK: Routledge.
2018 Bull, R., & Bautista, A. (2018). A careful balancing act: Evolving and harmonizing a hybrid system of ECEC in Singapore. In S. L. Kagan (Ed.), The Early Advantage: Early Childhood Systems that Lead by Example (pp. 155-181). New York: Teachers College Press.
2017 Bautista, A. (2017). El piano, mi tesis y yo. In D. Forrest, M. Díaz, & A. Cabedo (Eds.), Estudios doctorales en educación musical y artística de España y Portugal: Visión y recorrido(pp. 26-39). North Melbourne, Vic: Australian Scholarly Publishing.
2013 Bautista, A., Brizuela, B. M., & Ko, Y.-Y. (2013). Middle school mathematics teachers’ implicit conceptions about multiple representations for functions. In D. Halkias (Ed.), Psychology and the Search for Certainty in Everyday Life (pp. 31-48). Athens: ATINER.
2012 Hallam, S., & Bautista, A. (2012). Processes of instrumental learning: The development of musical expertise. In G. McPherson & G. Welch (Eds.), The Oxford Handbook of Music Education (pp. 658-676). New York: Oxford University Press.
2010 Bautista, A. (2010). “I don’t know.” Uncertainty in high school students’ discourse about science-related careers. In W.-M. Roth & P-L. Hsu (Eds.), Talk about Careers in Science (pp. 59–71). Rotterdam: Sense Publishers.
2010 Roth, W.-M., Hsu, P.-L., Bautista, A., Collyer, V. M., Connelly, C., Delgado, N., et al. (2010). Metalogue on career talk and its study. In W.-M. Roth & P-L. Hsu (Eds.), Talk about Careers in Science (pp. 261–281). Rotterdam: Sense Publishers.
2009 Pérez Echeverría, M. P. & Bautista, A. (2009). Aprender a pensar y argumentar. [Learning how to think and reason]. In J. I. Pozo & M. P. Pérez Echeverría (Eds.), Psicología del aprendizaje universitario: La formación en competencias (pp. 149–163). Madrid: Morata.
2008 Pérez Echeverría, M. P. & Bautista, A. (2008). Razonamiento probabilístico [Probabilistic reasoning]. In M. Carretero & M. Asensio (Eds.), Psicología del pensamiento (pp. 177–198). Madrid: Alianza Editorial.
2008 Pérez Echeverría, M. P. & Bautista, A. (2008). Solución de problemas [Problem Solving]. In M. Carretero & M. Asensio (Eds.), Psicología del pensamiento (pp. 357–363). Madrid: Alianza Editorial.
2006 Bautista, A., Luna, M., & Pérez Echeverría, M. P. (2006). Los procedimientos como contenidos de las enseñanzas musicales en la Educación Secundaria Obligatoria [Procedures as learning outcomes in secondary music education]. In M. A. Ortiz & A. Ocaña (Eds.), Cultura, Culturas. Estudios sobre Música y Educación Intercultural (pp. 141–158). Granada: GEU.
2006 Bautista, A., Torrado, J. A., Pozo, J. I., & Pérez Echeverría, M. P. (2006). Las concepciones de los profesores de conservatorio sobre el aprendizaje y la enseñanza [Conservatory teachers’ conceptions about learning and instruction]. In M. A. Ortiz & A. Ocaña (Eds.), Cultura, Culturas. Estudios sobre Música y Educación Intercultural (pp. 159–177). Granada: GEU.
2006 Pérez Echeverría, Pecharromán, A., Bautista, A., & Pozo, J. I. (2006). La representación de los procesos de aprendizaje en estudiantes universitarios [University students’ representations of learning processes]. In J. I. Pozo, N. Scheuer, M. P. Pérez Echeverría, M. Mateos, E. Martín, & M. de la Cruz (Eds.), Nuevas formas de pensar la enseñanza y el aprendizaje (pp. 323–340). Barcelona: Graó.
PAPERS IN REFEREED CONFERENCE PROCEEDINGS
2015 Caddle, M. C., Brizuela, B. M., Newman-Owens, A., Glennie, C. R., Bautista, A., & Cao, Y. (2015). Seeking attention to student thinking: In support of teachers as interviewers. Proceedings of PMENA-37. Michigan, United States.
2013 Bautista, A., Wilkerson-Jerde, M., Tobin, R., & Brizuela, B. M. (2013). Diversity in middle school mathematics teachers’ ideas about mathematical models: The role of educational background. In B. Ubuz, Ç. Haser, M. A. Mariotti (Eds.), Proceedings of the Eighth Congress of European Research in Mathematics Education (CERME 8) (pp. 960-969). Middle East Technical University: Antalya (Turkey).
2010 Bautista, A. (2010). How does the development of expertise influence instrumental students’ conceptions of learning and instruction? In S. M. Demorest, S. J. Morrison, & P. S. Campbell (Eds.), Proceedings of the 11th International Conference on Music Perception and Cognition (pp. 53–54). August, 2010. Seattle, WA: University of Washington.
2010 Bautista, A., Thom, J. S., & Roth, W.-M. (2010). The emergence of rhythmical patterns as a way of embodied mathematical knowing. In M. Joubert & P. Andrews (Eds.), Proceedings of the British Congress for Mathematics Education (Vol. 30, pp. 248–253). Manchester, UK: British Society for Research into Learning Mathematics.
2009 López, G., Pozo, J. I., & Bautista, A. (2009). What do children think of music teachers? Their conceptions about cello teaching and learning. In A. Williamon, S. Pretty & R. Buck (Eds.), Proceedings of the International Symposium on Performance Science (pp. 321–326). Utrecht, The Netherlands: Assocciation Européenne des Conservatories, Adadémies de Musique et Musikhochschulen.
2006 Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., de la Cruz, M., & Scheuer, N. (2006). La lexicometría aplicada al estudio de las concepciones sobre la enseñanza y el aprendizaje [Lexicometrical method applied to the study of teaching and learning conceptions]. In J. M. Viprey (Ed.), JADT´06. Actes des 8es Journées internationales d’Analyse statistique des Données Textuelles, Vol. I. (pp. 153–167). Besançon: Presses Universitaires de Franche-Comté.
EDITION OF SPECIAL ISSUES IN REFEREED JOURNALS
2018 Bautista, A., & Fernández-Morante, B. (2018). Monográfico sobre investigación en interpretación musical: Implicaciones para el desarrollo profesional docente. Psicología, Sociedad y Educación, 10(1), 1-146.http://ojs.ual.es/ojs/index.php/psye/issue/view/185
2017 Bautista, A., & Castelló, M. (2017). Fostering the professional development of junior authors and reviewers in scientific journals. Journal for the Study of Education and Development, 40(3).http://www.tandfonline.com/action/showAxaArticles?journalCode=riya20
2015 Bautista, A. (2015). Teacher Professional Development: International Perspectives and Approaches. Psychology, Society and Education, 7(3), 240-342. [Translated into Spanish, Desarrollo profesional docente: Perspectivas y enfoques internacionales. Psicología, Sociedad y Educación, 7(3), 343-458].http://ojs.ual.es/ojs/index.php/psye/issue/view/56
2014 Bautista, A., Monereo, C., & Scheuer, N. (2014). Dossier dedicado a investigadores noveles: La evaluación por pares como oportunidad para el aprendizaje [Special issue for junior researchers: The peer-review process as an opportunity for learning]. Infancia y Aprendizaje, 37(4), 665-901.
2008 Pozo, J. I., Bautista, A., & Torrado, J. A. (2008). Volumen Monográfico: El aprendizaje y la enseñanza de la interpretación musical. Cambiando las concepciones y las prácticas [Special Issue: Learning and teaching musical performance. Changing conceptions and practices]. Cultura y Educación.
BOOK REVIEWS
2020 Bautista, A. (2020). Recensión. Contexto profesional de los maestros de música: Una perspectiva internacional (Lorenzo, López-León, & Latorre. 2016). Revista Electrónica de LEEME, 45, 126-128.doi: https://ojs.uv.es/index.php/LEEME/article/view/17416/15491
2015 Bautista, A., & Cañadas, M. C. (2015). Review of the book “The Singapore model method for the learning of mathematics” (Ministry of Education of Singapore, 2009). Estudios de Psicología, 36(1), 201-208.http://www.tandfonline.com/doi/abs/10.1080/02109395.2014.1000037?journalCode=redp20
RESEARCH REPORTS
2018 Bautista, A., Chua, S. L., Dairianathan, E., Walker, Z. M., Ho, H.P., Yuen, S., Yong, D., Liu, S., Dubé, F., Marín, C., Wong, J., & Tan, C. (2018). Video-Based Learning Resources for Singapore Music Teachers: A Development Project. (NIE Research Brief Series No. 18-025). Singapore: National Institute of Education
2017 Bautista, A., Towndrow, P. A., Lum, C-H., Tan-Chua, S. L., Dubé, F., Marín, C., Wong, J., Toh, G. Z., & Yau, X. (2017). Towards Responsive Professional Development for Singapore Music Teachers. Phase 1: Mapping the Landscape. (NIE Research Brief Series No. 17-007). Singapore: National Institute of Education
UN-PUBLISHED DOCUMENTS
2009 Bautista, A. (2009). Concepciones de profesores y alumnos de piano sobre la enseñanza y el aprendizaje de partituras musicales [Piano teachers’ and students’ conceptions of the teaching and learning of musical scores]. Doctoral Dissertation.
TRANSLATIONSOF OTHER AUTHORS’ WORK
2015 Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society and Education, 7(3), 252-263. [Trans. into Spanish by A. Bautista, Mejores prácticas en desarrollo professional docente en los Estados Unidos, Psicología, Sociedad y Educación, 7(3), 356-369].http://ojs.ual.es/ojs/index.php/psye/issue/view/56
2015 Martín, E. (2015). Caminos se consolidan en el desarrollo profesional docente. ¿Están presentes en España?, Psicología, Sociedad y Educación, 7(3), 442-458 [Trans. into English by A. Bautista & J. Wong, Pathways that converge in teacher professional development: Are they present in Spain? Psychology, Society and Education, 7(3), 327-342].http://ojs.ual.es/ojs/index.php/psye/issue/view/56
2013 Vosniadou, S. (2013). Model-based reasoning and the learning of counter-intuitive science concepts. Infancia y Aprendizaje, 36(1), 5-18 [Trans. into Spanish by A. Bautista, Razonamiento basado en modelos y aprendizaje de conceptos científicos contraintuitivos, Infancia y Aprendizaje, 36(1), 19-33].
2012 Harris, P. L. (2012). The child as antropologist. Infancia y Aprendizaje, 35(3), 259-267. [Trans. into Spanish by A. Bautista, El niño como antropólogo, Infancia y Aprendizaje, 35(3), 268-277].
2012 Rogoff, B. (2012). Learning without lessons: Opportunities to expand knowledge. Infancia y Aprendizaje, 35(2), 233–241. [Trans. into Spanish by A. Bautista & B. Rogoff, Aprender sin lecciones: Oportunidades para expandir el conocimiento, Infancia y Aprendizaje, 35(2), 242–250].
