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artigos científicos

2023

Lopes, A., Dotta, L. T., & Pereira, F. (2023). Factors Influencing teachers’ uses of new technologies: mindsets and professional identities as crucial variables. International Journal of Instruction, 16(4), 521-542. https://doi.org/10.29333/iji.2023.16430a

Lopes, A., Folque, A., Marta, M. & Sousa, R. T. (2023). Teacher professionalism towards transformative education: insights from a literature review. Professional Development in Education. https://doi.org/10.1080/19415257.2023.2235572

Thomas Dotta, Leanete, & Lopes, Amélia. (2023). Identities of Teacher Educators in Higher Education: A Literature Review. Revista Colombiana de Educación, (88), 35-56. https://doi.org/10.17227/rce.num88-13338 (Scopus)

– Freires, T., & Pereira, F. (2023). Pensar o lugar das periferias no desenvolvimento de trajetórias educativas. Revista Brasileira de Educação, vol, 28, https://doi.org/10.1590/S1413-24782023280118

Graça, A., Mouraz, A., Viana, I., Lopes, A., Dotta, L., Batista, P. (2023). Narrative inquiry as a mean to promote physical education preservice teachers’ awareness about intergenerational learning and professional development. In Annals of AIESEP Conference 2023 International Conference Emerging Horizons: bridging the borders between Physical Education Research and Practice, Rev Ed Física / J Phys Ed, V. 92, n. 1, Suplemento Especial (S-56 – 183),114-115. https://doi.org/10.37310/ref.v92i1

2022

Pereira, F., Lopes, A. & Dotta, Leanete Thomas (2022). Saberes e identidades profissionais em formação de professores com mais de 50 anos em novas tecnologias digitais. Revista Portuguesa de Educação, 35 (1), 449-470. https://doi.org/10.21814/rpe.22309

– Torres, A. C., Mouraz, A., & Monteiro, A. (2022). Desafios da inovação curricular: Perspetivas de professores veteranos. Revista Portuguesa De Educação, 35(1), 405–427. https://doi.org/10.21814/rpe.23263

– Campos, A. E. A. M., Ferenc, A. V. F., & Thomas Dotta, L.  (2022). O início da carreira docente e a influência dos estabelecimentos de ensino. Educação, 47(1), e40/ 41-24. https://doi.org/10.5902/1984644448116

Mouraz, A. Pinto, D. & Torres, A.C. (2022) Effects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective school, Reflective Practice, DOI: 10.1080/14623943.2022.2130225

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