Seleção de artigos publicados por membros da UIDEF em revistas científicas indexadas entre setembro e dezembro de 2022
Seleção de artigos publicados por membros da UIDEF em revistas científicas indexadas entre setembro e dezembro de 2022
Almeida, M. M., Viana, J., & Alves, M. G. (2022). Exploring teaching conceptions and practices – a qualitative study with higher education teachers in Portugal.Studia Paedagogica — Teaching and Learning in Higher Education (Special Issue), 27(2). https://doi.org/10.5817/SP2022-2-2
Cardoso, L., Ponte, J. P., & Quaresma, M. (2022). The development of pedagogical content knowledge of prospective primary teachers in a lesson study. International Journal for Lesson & Learning Studies (ahead-of-print). https://doi.org/10.1108/IJLLS-02-2022-0027
Fernandes, D., Neves, C., Tinoca, L., Viseu, S., & Henriques, S. (2022). Relations between public education policies and Portugal’s performance on PISA. Education Policy Analysis Archives, 30(168). https://doi.org/10.14507/epaa.30.6213
Gomes, P., Quaresma, M., & Ponte, J. P. (2022). Leading whole-class discussions: from participating in a lesson study to teaching practice. International Journal for Lesson & Learning Studies (ahead-of-print). https://doi.org/10.1108/IJLLS-02-2022-0022
Paulos, C., & Cavaco, C. (2022). A formação de educadores de adultos implicados no reconhecimento e validação de adquiridos experienciais. Educação e Pesquisa, 48, Article e244384. https://doi.org/10.1590/S1678-4634202248244384por
Rodrigues, B. M. B., & Ponte, J. P. (2022). Teacher education and didactics knowledge to teach statistics: a case study.European Journal of Science and Mathematics Education, 10(2). https://doi.org/10.30935/scimath/11717
Santos, C., Pedro, N., & Mattar, J. (2022). Digital competence of higher education professors in the European context: a scoping review study. International Journal of Emerging Technologies in Learning, 17(18). https://doi.org/10.3991/ijet.v17i18.31395
Semião, D., Tinoca, L., & Pinho, A. S. (2022). The professional culture of teachers: from Andy Hargreaves’ theory to the reality experienced at school. Educação em Revista, 38, Article e37369. https://doi.org/10.1590/0102-469837369
Silva, C. M. (2022). Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century). Praxis Educativa, 17, 1-20, Article e2218513. https://doi.org/10.5212/PraxEduc.v.17.18513.004
