Antoni Badia Garganté

  • orcid

Catedràtic Psychology and Educational Sciences Department

Antoni Badia has a degree in Teaching specializing in Mathematics and Sciences and Physical Education from the Universitat Autònoma de Barcelona (UAB). He also has a llicenciatura in Psychology from the UAB, a master's degree in Educational Psychology Research from Ramon Llull University (URL) and a PhD in Psychology from the UAB. He is a full professor in the UOC's Faculty of Psychology and Education Sciences. Badia is also a member of the SINTE interuniversity research group. In 2010 he was a visiting professor at the University of Colorado in Denver and in 2018 at the University of British Columbia in Vancouver. He is an expert in the field of education psychology. He is currently teaching on the Bachelor's Degree in Psychology and the master's degrees in Educational Psychology, and in Learning Difficulties and Language Disorders. His research interests cover four areas: the identity of the teacher, the teacher's learning process, the teacher as an explorer, and technology-aided learning.

Expert in::

  • ELearning
  • Technology enhanced learning
  • Pre-service teacher education
  • ICT-driven educational change
  • Higher education
Research group
E-PSICO
Area
Social sciences
Area of specialization
Education and ICT,
Membership Center
Faculties
UNESCO codes:
610204, 610303, 610402, 120310
Collaborates with
e-Learn Center

ODS:

  • 4 - Quality education

My profile

Researcher Toni Badia Garganté's R&I work focuses on the generation of knowledge that can be applied to improve educational institutions' teaching and learning processes, principally at primary and secondary school level. 

He has two main research interests: teacher learning, and improving learning through the use of technology. Currently, the first subject area is being developed on the basis of the theoretical construct of “teacher identity”, in the framework of the dialogical self theory. The second subject area focuses on the use of specific technological tools in educational practice, and their impact on specific teaching and learning processes, particularly on the development of basic skills, such as information skills, the ability to learn to cooperate, and learning to learn.