Kamila Santos Silva
Biographic Data
| ID | 6685694 |
|---|---|
| NAME | Kamila Santos Silva |
| GIVEN NAMES | Kamila Santos |
| FAMILY NAME | Silva |
| SIGNATURE | SILVA K S |
| AFFILIATIONS | Municipal Education Secretary, Brazil |
| ORCID | 0009-0000-8815-2903 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Reimagining school-university partnerships in physical education
Background: An established body of research illuminates the benefits of school-university partnerships as opportunities for teachers’ professional development. Concomitantly, studies highlight power imbalances between schools and universities, challenges may form from the hierarchical structures within those partnerships. Consequently, it remains necessary to consider partnerships that foster democratic and collective agency amongst all actors in…
Becoming activist teacher educators
Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating…
Becoming activist teacher educators
Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating…
Reimagining school-university partnerships in physical education
Background: An established body of research illuminates the benefits of school-university partnerships as opportunities for teachers’ professional development. Concomitantly, studies highlight power imbalances between schools and universities, challenges may form from the hierarchical structures within those partnerships. Consequently, it remains necessary to consider partnerships that foster democratic and collective agency amongst all actors in…
Becoming activist teacher educators
Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating…
Pedagogy (2 works) · Physical Education and Pedagogy (2 works) · Political science (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Collaborative Teaching and Inclusion (1 work) · Democracy (1 work) · Engineering (1 work) · Engineering ethics (1 work) · General partnership (1 work)