Para a hist��ria da educa����o de inf��ncia em Portugal : o caso de Bragan��a (1934-1986)

Tese de doutoramento, Educa����o (Hist��ria da Educa����o), Universidade de Lisboa, Instituto de Educa����o, 2014

A administra����o educativa e as pol��ticas de forma����o de professores : o caso da conce����o e implementa����o de um projeto piloto : ensino bilingue precoce no 1�� CEB

Relat��rio Final de Est��gio, Mestrado em Ci��ncias da Educa����o (Administra����o Educacional), Universidade de Lisboa, Instituto de Educa����o, 2014

A forma����o ��tica de professores no cruzamento com a forma����o ��tico-moral de alunos : o papel da investiga����o-ac����o

Tese de doutoramento, Educa����o (Forma����o de Professores), Universidade de Lisboa, Instituto de Educa����o, 2015

O e-learning na forma����o cont��nua de professores : perce����es, impacto e linhas orientadoras

Tese de doutoramento, Educa����o (TIC na Educa����o), Universidade de Lisboa, Instituto de Educa����o, 2015

Experi��ncias investigativas em contextos reais de ci��ncia : uma poss��vel abordagem na forma����o de professores/as do 1�� e 2�� ciclo do ensino b��sico?

Tese de doutoramento, Educa����o (Did��tica das Ci��ncias), Universidade de Lisboa, Instituto de Educa����o, 2015

O ensino das ci��ncias e a promo����o da literacia cient��fica na educa����o b��sica : representa����es e conhecimento profissional dos professores de ci��ncias

Tese de doutoramento, Educa����o (Did��tica das Ci��ncias), Universidade de Lisboa, Instituto de Educa����o, 2015

A forma����o de professores no ��mbito do projeto TACCLE 2 : cria����o de recursos com tecnologias digitais

Trabalho de projeto de mestrado, Educa����o (��rea de especializa����o em Educa����o e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educa����o, 2015

The challenges of integrating the discussion of controversial issues in initial teacher training

In the framework of the Bologna process, and with regard to pre-service teacher education, it is necessary to model student-centred learning experiences in order to promote the required competences for future professional practice and critical participation in society. Despite the potential of discussion in promoting several competences, this methodology does not always integrate the teaching practices. This case study sought to: a) understand the experiences and views of future teachers from a School of Education on the use of discussion in their past education; and b) investigate the impact of an educational experience centred on discussion. Data were collected through narratives, questionnaires, interviews and participant observation. The learning situations experienced through this study contributed to the development of citizens more aware of their role in society and allowed the promotion of skills indispensable for an Elementary Education teacher.