Marta Abelha

Universidade Aberta · Department of Education and Distance Learning (DEED)

Este estudo propõe-se trabalhar as competências digitais na escola para promover a igualdade de género em países lusófonos africanos em curso em Angola, Cabo Verde e Guiné-Bissau. Os seus objetivos específicos são: Mapear as competências digitais incluídas nas práticas pedagógicas dos professores. Caracterizar as práticas pedagógicas promotoras da...

O que é o projeto AECED e quem o integra? O Projeto AECED é um projeto financiado pelo programa HORIZON EUROPE que decorre durante 36 meses. É um projeto que reúne equipas de investigadores de 6 países: Finlândia-University of Lapland (ULA)-coordenadores; Croácia-University of Zagreb (UNIZG); Alemanha-Philipps University Marburg (UMR); Letónia-Riga...

Resumo As práticas colaborativas docentes têm sido objeto de crescente atenção, particularmente quanto ao impacto na melhoria do desempenho profissional e da qualidade do ensino. O reordenamento da rede escolar, em Portugal, ocorrido há duas décadas, congregou os docentes dos primeiros níveis de educação (anteriormente lecionando estabelecimentos d...

The challenges posed by the COVID-19 pandemic forced schools to quickly mobilize toward emergency remote teaching and learning (ERTL) practices. Teachers’ digital competences were essential in this context. This study aims to identify the ERTL practices adopted in Portugal and how they were perceived by teachers of students aged 3 to 18. Data were...

O trabalho apresentado mostra os resultados da investigação a decorrer sobre Happy Schools em Portugal. Alunos e Encarregados de Educação portugueses foram questionados sobre o tema e os resultados aqui apresentados permitem identificar as características de uma Happy School.

Supervised teaching practice (STP) is a fundamental stage of initial teacher education, including preschool educators and teachers of the first cycle of basic education (1 st CBE), which impacts their future practices. Our objectives were: a) to characterize STP in the curricula of degrees habilitating teachers for preschool education and teaching...

This article seeks to explore the notions of literacy(ies) and competences in times of digital education. The aim of the study was to understand, from perspectives of experts, what literacy(ies) and competences are in digital teaching-learning contexts, how they are operationalised, which strategies can be used for their development, and what are t...

Este estudo integra-se no projeto Mecanismos de Mudança nas Escolas e na Inspeção, um estudo sobre o 3.º ciclo de Avaliação Externa de Escolas no Ensino não Superior, em Portugal (MAEE) e tem como objetivos conhecer o grau de satisfação dos docentes e das lideranças com o processo de Avaliação Externa das Escolas e identificar efeitos e mecanismos...

Introduction The COVID-19 pandemic led educational systems worldwide to transpose activities planned for face-to-face education to mediated contexts - through what is known as Emergency Remote Teaching and Learning (ERTL). This posed unprecedented challenges to schools, teachers, families, and students. In this context, it was relevant to describe...

Well-being, equity, and inclusion are central aspects of happy schools. In this context, we aim to provide information to identify the characteristics of happy schools and Portuguese children's level of happiness at school. In total, one thousand three hundred and ninety-nine parents of children from five to twenty years old participated in this st...

Student assessment has become, over the past years, an important and complex issue about higher education pedagogy. This paper aims to present a systematic review of empirical studies (Master and PhD thesis), carried out in Portuguese public universities, focused on the topic of student assessment in higher education, from the year 2010 to 2020. Th...

This paper aims to analyze the impact of a pedagogical training program aimed to promote teacher professional development in a higher education institution in Portugal. Based on a mixed-methods approach, the study evaluates the satisfaction of 36 higher education teachers with the pedagogical training program offered and discusses its impact on tea...

This article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers' perceptions regarding their training path and their training needs; (ii) to characterize the tea...

Resumo: O artigo apresenta resultados atinentes a perspetivas de supervisão pedagógica e colaborati-va de docentes, no contexto de um estudo de caso focalizado nos centros escolares (CE) de um agrupamento, cujos objetivos, entre outros, incluíam: Conhecer conceções e sentimentos de docentes de educação pré-escolar e 1º ciclo do ensino básico que le...

Teaching has traditionally been a solitary profession. However, both because of the growing awareness of the complexity of teaching and the emergence of a notion of curriculum based on transversal competences, teachers’ collaborative work is currently the focus of increased attention and research. Teacher collaboration has a paradoxical status in s...

In the context of schools’ growing autonomy, external evaluation mechanisms, including External Evaluation of Schools (EES), are increasingly central to educational policies. This paper is based on the documentary analysis of all reports of the third cycle of EES in Portugal (77 reports), focusing on two of the sections of those reports—the strengt...

The COVID-19 pandemic triggered profound social consequences, affecting all aspects of human activity, including education. The process of remote teaching that was implemented in response to this crisis is known as emergency remote teaching and learning (ERTL). The present study focuses on Portuguese parents' perspectives about this process. Data w...

Resumo: A Avaliação Externa das Escolas (AEE) tem sido reconhecida, em Portugal, como um importante mecanismo de produção de mudanças nas escolas do ensino não superior, muito embora essas mudanças nem sempre pareçam atingir o cerne da ação educativa-a sala de aula. Atualmente no seu terceiro ciclo de implementação, a AEE privilegia o foco nos proc...

Teacher appraisal (TA) or teacher performance appraisal (TPA) has assumed a central importance in educational systems and reforms worldwide, contributing to the improvement of teaching practices, and therefore it is considered an essential factor for teachers’ early training, teachers’ professional development, school management, and promotion of c...

Perante um contexto ainda pouco recetivo à supervisão pedagógica, mas assinalando mudanças e uma pressão crescente no sentido da sua valorização, o estudo realizado visou caracterizar as experiências e perspetivas de educadores de infância da rede pública em Portugal sobre a supervisão pedagógica. Foi aplicado um questionário previamente validado (...

Student motivation is a key dimension for first year students at University. Project-based Learning (PBL) is seen as an effective teaching and learning approach to enhance student motivation and engagement. This paper describes the results from the implementation of a PBL project that was developed for a real context-a non-profit social organizatio...

Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May...

A preocupação com a qualidade dos processos de ensino e de aprendizagem no contexto do Ensino Superior (ES) e, consequentemente, a definição de uma política ou estratégia institucional favorável à melhoria das práticas pedagógicas docentes e ao desenvolvimento profissional dos professores têm constituído uma preocupação por parte das instituições q...

Regista-se uma centralidade crescente dos temas da equidade e inclusão em educação, e parece consolidar-se a viragem de perspetivas mais restritas sobre estes conceitos, para uma visão que entende a necessidade de os estender a todos os alunos, dando resposta à diversidade das suas características, necessidades e potencialidades. Em Portugal, o Dec...

This paper describes the results from the implementation of PBL experiences in the Social Education degree programme at Portucalense University, Portugal. It aims to discuss the curricular and pedagogical changes implemented in the past three years, in this programme. In total, five PBL experiences will be reported in this study: three editions wer...

A Aprendizagem e Serviço (ApS) constitui uma forma de educação experiencial que combina objetivos de aprendizagem com o serviço na/com a comunidade. Este artigo apresenta uma experiência de ApS que decorreu numa IES privada, em Portugal. Os participantes no estudo são estudantes do 2ºano da Licenciatura em Educação Social. O projeto integrou três u...

Processes of educational innovation [1] [2] can be understood as multidimensional processes aiming to answer the complex demands placed by current social dynamics. Responding to this fast-paced changing society, however, has to be a priority of educational systems. Evaluation and accountability processes have been recognized as essential mechanisms...

This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) state...

Teachers' training has a long tradition in Portugal, since the creation of the Normal Schools until the publication of the Basic Education Law, which received a broad consensus in Portuguese society [1], namely in Article 35. In the context of in-service teacher training, some changes took place, being relevant what occurred with Decree-Law no. 127...

RESUMO No âmbito do trabalho docente, a supervisão e a colaboração apresentam-se como competências e estratégias fundamentais para lidar com a complexidade de problemas da escola atual. Neste contexto, a formação contínua de professores desempenha um papel fundamental na aquisição, desenvolvimento e mobilização destas competências, embora, pela sua...

This paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff in the achievement of this outcome. The objectives of the CET are to promote pedag...

This study aims to describe the implementation of a PBL approach in a Social Education Programme at the Portucalense University (UPT) and to analyse student’s perceptions about their participation in the project, namely, the main advantages and difficulties in regard to the PBL approach implemented in this context. The idea of the project emerged f...

This paper explains the validity and reliability of the Scale of Satisfaction with Teachers Dynamics (ESDTD). The ESDTD evaluates the conceptual representation of teachers with their curriculum conceptions, curriculum development, curriculum management, educational project and collaborative work; also, the satisfaction of teachers with the work don...

Between 1999 and 2011 a national program of adult’s education and training was developed in Portugal. This program was the subject of around 200 scientific publications, 20 of them centered on the impact of the courses in women and specifically regarding the promotion of information literacy competencies. The present paper intends to analyze those...

The main purpose of this study is to understand the reasons why teachers undertake in-service teachers training as a factor of professional development (PD). At a background level, it also aims at understanding teacher’s availability to take part in designing and implementing their own training courses and at defining the kind of impact that the cu...

In this study, the research problem lies in school leaders’ context, particularly in how teachers at a teacher´s training school in Benguela province perceives the leadership of the school principal. To answer the research problem were defined three objectives: i) characterize how teachers of the training school for teachers in Benguela province pe...

The aim of this paper is to present a case study carried out in two clusters of schools in the metropolitan area of Oporto, Portugal. The study reflects upon the teachers’ perceptions about the coordinator as the "leader" of the curricular department, based on the problem: “What are the contributions of the coordinator’s leadership for the dynamics...

Investigações realizadas no âmbito das lideranças em contexto escolar têm salientado a importância da liderança como um dos fatores de mudança, desenvolvimento e melhoria das organizações escolares (Day et al., 2000, 2009; El-more, 2000; Fullan, 2003; Leithwood & Jantzi, 2000). Neste sentido, a principal ambição do presente estudo é compreender de...

This article deals with collaborative practices of teachers in the context of teacher evaluation. For this purpose and following a theoretical framework that is previously explained, we proceed to the presentation of partial results obtained in the framework of an ongoing study. In conclusion, and based on the available empirical evidence, we discu...

“B-on” is the electronic resources platform acknowledged by the Portuguese scientific community, providing a high number of scientific resources and electronic services. Portucalense University adhered to B-on in 2013. After a year, a study of use and evaluation of the professors’ satisfaction was conducted. This paper presents the results obtained...

Teaching is not only a systemic and learning-oriented action but also the core of teachers' professional assessment. Thus, the problem statement of our study was to analyse the relations Foreign Language Teachers established between teaching, supervision and appraisal of professional performance through classroom observation. Through qualitative re...

In the current context of "omnievaluation", teacher evaluation plays a central role in educationpolicy and in the construction of teacher professionality, appearing divided between pressures of performativity and emancipatory desires. In this aspect, changes occurredin Portugal, especially in the period between 2007-2013, provide very pregnant cont...

O presente artigo assume-se como um contributo para elucidar a intervenção do educador social numa escola intercultural. Neste sentido, analisa-se o modo como a “invenção da escola” se baseou num princípio de homogeneidade destinado à transmissão de uma cultura única e hegemónica, o qual, porém, se confronta hoje com os desafios complexos de uma so...

Um dos principais objetivos da escola do século XXI é desenvolver nos alunos, as competências necessárias para que estes se tornem cidadãos detentores de uma literacia científica, que lhes permita desenvolver hábitos de problematização, de reflexão e de pesquisa, de modo a que se tornem cidadãos interventivos e capazes de participar e tomar decisõe...

The objective of this study is to analyze comparatively the curriculum policies produced recently in Brazil and Portugal. The focus is on the term, competency, and emphasizes approximations as well as distancing from the concept's meanings. The analysis is based essentially on addressing the continuous policy cycle of Stephen Ball. We conclude that...

The objective of this study is to analyze comparatively the curriculum policies produced recently in Brazil and Portugal. The focus is on the term, competency, and emphasizes approximations as well as distancing from the concept's meanings. The analysis is based essentially on addressing the continuous policy cycle of Stephen Ball. We conclude that...

The work reported in this article is part of a wider project that aims to develop and implement a web-based, pan-European, in-service professional development platform for teachers to enhance their role in promoting education through science. This article aims to evaluate the implementation of the e-module on Assessment of Children’s Learning in Pr...

Teaching is not only a systemic and learning-oriented action but also the core of teachers’ professional assessment. Thus, the problem statement of our study was to analyse the relations Foreign Language Teachers established between teaching, supervision and appraisal of professional performance through classroom observation.

O principal propósito deste artigo é dar conta, segundo uma lógica diacró‑ nica, do enquadramento normativo da avaliação pelos pares em Portugal, principalmente, desde 2008, embora sem esquecer os vários sistemas de avaliação de desempenho anteriores. Parte ‑se de uma tipologia na qual se identificam os vários tipos de avaliadores de acordo com as...

O principal propósito deste artigo é dar conta, segundo uma lógica diacrónica, do enquadramento normativo da avaliação pelos pares em Portugal, principalmente, desde 2008, embora sem esquecer os vários sistemas de avaliação de desempenho anteriores. Parte‑se de uma tipologia na qual se identificam os vários tipos de avaliadores de acordo com as mod...

This paper intends to disseminate the results of a study whose main aim was to understand the impact of the Basic Education Curricular Reorganisation for the curricular practices and collaboration dynamics of Natural and Physical Sciences teachers. The empirical study adopted a quantitative approach and the results report on 1122 questionnaires com...

Major changes have been taking place in Higher Education (HE) systems, part of them emerging to face the demands of the so-called Bologna Process. Within this context, researchers show a great concern with issues that may promote the quality of students' learning. One of these concerns focuses on the importance of linking teaching and research in u...

Resumo Esta comunicação explora os resultados de uma investigação cujo principal objectivo era compreender, junto de professores de ciências do ensino básico (2º e 3º ciclos), o impacte do actual currículo das Ciências Físicas e Naturais perspectivado para o desenvolvimento de competências nos alunos. Para tal, procurámos: i) caracterizar o nível d...

Resumo Com esta comunicação pretende-se apresentar os resultados de uma investigação cuja principal finalidade era compreender o impacte, ao nível das dinâmicas de trabalho docente, do processo de Reorganização Curricular do Ensino Básico junto de professores da área das Ciências Físicas e Naturais. A investigação assumiu uma natureza predominantem...

Esta comunicação assume-se como um contributo para a compreensão do impacte da implementação do Processo de Reorganização Curricular do Ensino Básico na mudança das práticas curriculares e das dinâmicas de trabalho docente, nomeadamente dos professores que leccionam a área das Ciências Físicas e Naturais. A sua sustentação teórica e os resultados a...

A implementação do processo de Reorganização Curricular do Ensino Básico português, em curso desde 2001, e a consequente organização do currículo em função de competências a desenvolver nos e com os alunos, nomeadamente as específicas das Ciências Físicas e Naturais, bem como o pressuposto de que esse desenvolvimento depende dos níveis de traba...

Resumo: Este artigo tem uma dupla finalidade. Por um lado, dar a conhecer o trabalho que tem sido realizado no Laboratório de Avaliação da Qualidade Educativa (Laqe) da Universidade de Aveiro (Portugal) do ponto de vista (a) do seu enquadramento institucional, (b) dos seus principais objectivos, (c) dos referenciais teóricos que sustentam, transver...

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Resumo A disseminação de uma experiência educativa no contexto português do ensino das Ciências apresenta-se como principal finalidade deste relato e constitui uma forma de valorizar positivamente os professores de Ciências Naturais e de Ciências Físico-Químicas envolvidos que, trabalhando colaborativamente (professor-professor 1 Este relato insere...

Os professores, ao sobrevalorizarem programas fixos e predefinidos em detrimento de uma gestão curricular contextualizada, assumem frequentemente uma postura individualista e isolada, relegando para segundo plano uma actuação que, com a implementação do processo de Reorganização Curricular do Ensino Básico, se ambiciona cada vez mais integrada, que...

Resumo Face aos desafios actuais da sociedade, urge encontrar respostas diferentes e a vários níveis, em particular no que concerne à formação de professores. Esta comunicação centra-se na formação contínua de professores de Ciências, vista como enriquecida através da partilha de experiências educativas no contexto europeu e, também por isso, com u...

Este texto pretende assumir-se como um contributo para a compreensão do impacte da implementação do processo de Reorganização Curricular do Ensino Básico na mudança das práticas curriculares e das dinâmicas de trabalho entre professores, em particular dos que leccionam a área de Ciências Físicas e Naturais. A sua sustentação teórica e os resultados...

The Basic School Curriculum Reorganization Process in Portugal and its implication on the concept of curriculum concept and on its organization (defined and organized in terms of the development of pupils’ competences, namely those specific for physical and natural sciences) has caused in the educational arena several discussions and perplexities....