Eva Lopes Fernandes
Dados Biográficos
| ID | 8901666 |
|---|---|
| NOME | Eva Lopes Fernandes |
| PRENOMES | Eva Lopes |
| SOBRENOME | Fernandes |
| ASSINATURA | FERNANDES E L |
| AFILIAÇÕES | University of Minho |
| ORCID | 0000-0002-3838-9846 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
What are teachers unhappy about? Factors of professional dissatisfaction of Portuguese teachers
Teacher dissatisfaction is a growing concern with significant implications for the sustainability of education systems. This paper examines the factors contributing to professional dissatisfaction among Portuguese teachers, drawing on data from 17 focus groups with 97 teachers from state schools across mainland Portugal. Using qualitative content analysis, four interrelated domains were identified: profession-related, structural, organisational, …
School leadership in a remote small cluster of schools
This study analyses the challenges and opportunities of school leadership in a Portuguese remote cluster of schools. Using a mixed-methods approach, the case study explores multiple stakeholders’ perceptions of the headteacher’s leadership practices. Findings point to the importance of leadership practices in providing strategic direction, seen as crucial in a resource-limited environment. Leading a small school size facilitated close relationshi…
Pupils’ perceptions of power dynamics in Portuguese schools
This study explores how pupils aged 9 to 17 in Portuguese primary and secondary schools perceive power dynamics and participation in decision-making. Drawing on focus groups with 74 pupils across 13 state schools, it examines the extent to which pupils feel their voices are heard. Although formal structures such as student councils and class representatives exist, findings suggest these mechanisms are largely superficial, with authority remaining…
Initial teacher education after the Bologna process
We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning. It was implemented during a whole semester, after which pre-service teachers answered to a questionna…
Portuguese higher education students’ adaptation to online teaching and learning in times of the Covid-19 pandemic
Assessment in higher education
This study examines the views of assessment of programme directors at a Portuguese public university (n = 60). Data were collected through a questionnaire which included closed and open-ended questions. The participants hold different professional categories and come from medical and health sciences, exact sciences, engineering and technology, social sciences and humanities. Data suggest the use of a variety of assessment methods, through a mix o…
Teacher Education during the Covid-19 Lockdown
This paper examines preservice teachers’ perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively onl…
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Teacher Education during the Covid-19 Lockdown
This paper examines preservice teachers’ perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively onl…
Portuguese higher education students’ adaptation to online teaching and learning in times of the Covid-19 pandemic
Assessment in higher education
This study examines the views of assessment of programme directors at a Portuguese public university (n = 60). Data were collected through a questionnaire which included closed and open-ended questions. The participants hold different professional categories and come from medical and health sciences, exact sciences, engineering and technology, social sciences and humanities. Data suggest the use of a variety of assessment methods, through a mix o…
Initial teacher education after the Bologna process
We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning. It was implemented during a whole semester, after which pre-service teachers answered to a questionna…
What are teachers unhappy about? Factors of professional dissatisfaction of Portuguese teachers
Teacher dissatisfaction is a growing concern with significant implications for the sustainability of education systems. This paper examines the factors contributing to professional dissatisfaction among Portuguese teachers, drawing on data from 17 focus groups with 97 teachers from state schools across mainland Portugal. Using qualitative content analysis, four interrelated domains were identified: profession-related, structural, organisational, …
School leadership in a remote small cluster of schools
This study analyses the challenges and opportunities of school leadership in a Portuguese remote cluster of schools. Using a mixed-methods approach, the case study explores multiple stakeholders’ perceptions of the headteacher’s leadership practices. Findings point to the importance of leadership practices in providing strategic direction, seen as crucial in a resource-limited environment. Leading a small school size facilitated close relationshi…
Pupils’ perceptions of power dynamics in Portuguese schools
This study explores how pupils aged 9 to 17 in Portuguese primary and secondary schools perceive power dynamics and participation in decision-making. Drawing on focus groups with 74 pupils across 13 state schools, it examines the extent to which pupils feel their voices are heard. Although formal structures such as student councils and class representatives exist, findings suggest these mechanisms are largely superficial, with authority remaining…
Portuguese (5 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Higher education (3 obras) · Medical education (3 obras) · Medicine (3 obras) · Political science (3 obras) · Qualitative research (3 obras) · Sociology (3 obras) · Student Assessment and Feedback (3 obras)