Nuria Abal Alonso

Nuria Abal Alonso is a researcher at the Department of Didactics and School Organization at the University of Santiago de Compostela, specializing in teacher education and educational practices. Her work focuses on the practical aspects of teacher training, particularly in early childhood education, with strong emphasis on service-learning approaches, diversity in classrooms, and practical teaching experiences.

Her research interests include teacher training methodologies, educational planning, diversity education, school counseling, and service-learning applications. She has consistently explored how theoretical knowledge translates into practical classroom experiences, particularly examining the gap between idealized teaching concepts and actual classroom implementation. Her work often addresses the challenges of preparing teachers to work with diverse student populations, including immigrant students.

Analysis of her recent publications reveals a strong focus on service-learning as an educational methodology, with particular attention to emotional education in early childhood through digital storytelling. Her research also examines mobile phone use and risk behavior prevention among university students. The publications show consistent collaboration with Eduardo X. Fuentes Abeledo and Pablo César Muñoz Carril across multiple research projects.

While specific scientific awards are not documented in the provided information, her scholarly output demonstrates significant contribution to the field of teacher education through numerous publications in educational journals and collective works. Her doctoral thesis completed in 2024 on professional competencies in initial teacher training represents a significant contribution to understanding teacher preparation from the student perspective.

Her work frequently addresses practical educational challenges, focusing on how to bridge the gap between theoretical teacher preparation and classroom reality, with particular attention to developing collaborative skills among future educators and addressing diversity in educational settings.