Luís Tinoca

Biographic Data

ID1014823
NAMELuís Tinoca
GIVEN NAMESLuís
FAMILY NAMETinoca
SIGNATURETINOCA L
AFFILIATIONSUniversity of Lisbon
ORCID0000-0001-6950-3245
VERIFIEDYes
TOTAL WORKS14
TOTAL CITATIONS7
AUTHOR COUNT14
EDITOR COUNT0
FIRST PUBLICATION YEAR2018
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Can Erasmus+ mobilities for schools affect teachers? The case of teachers in the Netherlands

    Open AccessPaulo Cesar Martins, Tessa Mearns et al.ARTICLEEuropean Journal of Educational…2026

    This article investigates how mobilities for teachers’ professional development within Erasmus+ KA1 projects may have affect teachers’ professionalism and identity. A multiple case with two Dutch teachers in context was conducted drawing on interviews, biographical narratives, and focus group data, to explore if and how these continuing professional development (CPD) experiences influence shifts in identity, professionalism, and engagement with s…

  • Artificial intelligence and critical thinking: A case study with educational chatbots

    Open AccessPaulo Brazão, Luís TinocaARTICLEFrontiers in Education2025

    This article presents a qualitative investigation into the evolution of critical questioning that occurred in dialogic relationships between artificial intelligence (AI) and a group of higher education students. Drawing from students' class records, it attempts to understand the development of critical thinking within formal educational contexts, utilizing a five-level questioning framework: General and Defining, Specific, Applied, Integrative, a…

  • Schools as learning communities for inclusion: Insights from case studies of two school clusters in Portugal

    Open AccessMaria José D Martins, Amélia Marchão et al.ARTICLEFrontiers in Education2025

    Introduction Schools are facing increasing diversity in student origins due to migrations. The INCLUD-ED approach aims to transform schools into learning communities to increase social cohesion, inclusion, and academic success through successful educational actions like interactive groups, literary gatherings, community participation, dialogical teacher training, and a dialogical model of conflict resolution. Methods This research analyzed two sc…

  • Foreigners in Our Schools’: Cultural Diversity, Othering, and the Desire for Justice in Schools

    Open AccessNikolett Szelei, Ana Sofia Pinho et al.ARTICLEUrban Education2024References: 67

    This study explored ‘cultural diversity’ in urban schools in Portugal by conducting discourse analysis on interviews with school practitioners. Findings show that ‘cultural diversity’ was dominantly anchored in Othering ‘foreigners’ that mainly associated ‘non-native speakers’ to difficulties in integration, participation and teachers’pedagogical work. However, contradicting discourses somewhat resisted Othering by highlighting meaningful differe…

  • O Trabalho De Projeto Nas Práticas Educativas De Professores Em Início De Carreira

    Open AccessTiago Tempera, Luís TinocaARTICLEEducação em Revista2024References: 13

    O início de carreira de um professor é um período desafiante para o desenvolvimento das suas práticas educativas. Apesar de valorizarem métodos ativos de ensino, tais como a Metodologia de Trabalho de Projeto, a pressão sentida nesta fase leva a que os professores em início de carreira experienciem dificuldades de natureza diversa na sua implementação. Este estudo visa conhecer a forma como os professores do 1.o Ciclo do Ensino Básico, em início …

  • Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

    Open AccessDaniela Semião, Maria João Mogarro et al.ARTICLEEducation Sciences2023

    Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our mai…

  • Design-Based Research in the Educational Field: A Systematic Literature Review

    Open AccessLuís Tinoca, João Piedade et al.ARTICLEEducation Sciences2022

    The design-based research methodology has been gaining significance, in recent years, in the field of educational research. Several authors have pointed out the potential of this methodology to support the development of research processes with strong practical applicability. Its iterative nature allows researchers to organize their studies into iterative research cycles that allow them to improve products, processes, and test new resources and e…

  • Relações entre as políticas públicas de educação e o desempenho de Portugal no Pisa

    Open AccessDomingos Fernandes, Cláudia Neves et al.ARTICLEEducation Policy Analysis Archives2022

    Este artigo apresenta os aspetos mais relevantes de uma investigação realizada entre 2017 e 2018 cujo propósito fundamental foi compreender melhor o que terá mudado no sistema escolar português que possa ter contribuído para a melhoria do desempenho dos alunos portugueses no Programme for International Student Assessment (PISA). O método utilizado, qualitativo por natureza, foi concebido para recolher dados em cada um dos seguintes domínios: conh…

  • O trabalho de projeto na prática de ensino de futuros professores do ensino básico em Portugal

    Open AccessTiago Tempera, Luís TinocaARTICLEPráxis Educacional2022

    A prática de ensino supervisionada do futuro professor é um período determinante para o desenvolvimento das suas práticas educativas e competências profissionais. Apesar de valorizarem a sua natureza ativa e interdisciplinar, muitos professores têm demonstrado dificuldades em implementar o Trabalho de Projeto nas suas práticas. Este estudo visa conhecer a forma como os futuros professores do 1.o Ciclo do Ensino Básico, em Portugal, integram o Tra…

  • The Professional Culture of Teachers: From Andy Hargreaves' Theory to the Reality Experienced at School

    Open AccessDaniela Semião, Luís Tinoca et al.ARTICLEEducação em Revista2022References: 9

    This article draws on Hargreaves' (1998) theory of teachers' different professional cultures and aims to provide evidence related to how collaborative work is perceived in schools, by teachers and leaders, and what practices are associated with it. Simultaneously, it allows us to reflect on the predominant professional culture among teachers. The modality used was the case study, inserted in a qualitative methodology, privileging the interpretati…

  • Cultura Profissional Dos Professores: Da Teoria De Andy Hargreaves À Realidade Vivenciada Na Escola

    Open AccessDaniela Semião, Luís Tinoca et al.ARTICLEEducação em Revista2022References: 9

    O presente artigo tem por base a teoria de Hargreaves (1998) sobre as diferentes culturas profissionais dos professores e pretende apresentar evidências sobre a forma como o trabalho colaborativo é percepcionado nas escolas, bem como sobre práticas que lhe estão associadas, permitindo refletir sobre a cultura profissional predominante entre os docentes. A modalidade utilizada foi o estudo de caso, inserida numa metodologia qualitativa, privilegia…

  • Potencialidades educativas do desenvolvimento pelos alunos de exposições interativas sobre controvérsias sociocientíficas

    Open AccessPedro Reis, Marlyse Baptista et al.ARTICLEDebates em educação2021

    Esta pesquisa quantitativa avalia o impacto das exposições desenvolvidas pelos alunos de ciências no âmbito do projeto IRRESISTIBLE - sobre as dimensões de Investigação e Inovação Responsáveis de controvérsias sociocientíficas - nas percepções dos alunos sobre as suas competências científicas e as aulas de ciências. Um questionário com pré e pós-teste foi desenvolvido, validado e aplicado a alunos de 10 países. A análise estatística indica que os…

  • Teaching in multilingual classrooms: Strategies from a case study in Portugal

    Open AccessNikolett Szelei, Ana Sofia Pinho et al.ARTICLERevista Brasileira de Educação2021References: 26

    This study examined teaching practices developed by teachers to respond to linguistic diversity in a Portuguese case study. We analysed the position that students' languages received in the classroom, and what these practices revealed about teachers' awareness of multilingual pedagogies, a step to social justice. Three main strategies emerged: promoting Portuguese without involving students' languages, using a common language (English) as lingua …

  • Rethinking ‘cultural activities’: An examination of how teachers utilised student voice as a pedagogical tool in multicultural schools

    Open AccessNikolett Szelei, Luís Tinoca et al.ARTICLETeaching and Teacher Education2018Cited by: 7References: 14

    This article explores the activities teachers developed in a school cluster in Portugal in order to address cultural diversity, and particularly, how students' voices were used as pedagogical tools. Findings show unsettled rather than unified strategies, building on cultural artefacts, universal/individualised topics, and tackling stereotyping, discrimination and racism. However, student voice as a pedagogical tool seemed to be missing, possibly …