Luís Tinoca

Currículo, Formação de Professores e Tecnologia

Formação de professores. Desenvolvimento profissional. Avaliação de competências e trabalho de grupo em elearning. Desenvolvimento curricular.

Tinoca, L., Piedade, J., Santos, S.,Pedro, A., & Gomes, S. (2022). Design-Based Research in the Educational Field: A Systematic Literature Review. Education Sciences, 12(6), 410. https://doi.org/10.3390/educsci12060410

Tempera, T., & Tinoca, L. (2022). Professional development of elementary school teachers at the beginning of their careers: the role of project-based learning. Revista Tempos e Espaços em Educação. 15(34), e16945. https://doi.org/10.20952/revtee.v15i34.16945

Tempera, T., & Tinoca, L. (2022). O trabalho de projeto na prática de ensino de futuros professores do ensino básico em Portugal. Práxis Educacional, 18(49), e10072. https://doi.org/10.22481/praxisedu.v18i49.10072

Szelei, N., Pinho, A. S., & Tinoca, L. (2021). ‘Foreigners in Our Schools’ : Cultural Diversity, Othering, and the Desire for Justice in Schools. Urban Education. https://doi.org/10.1177/00420859211058420

Queiroz Guedes, M. & Tinoca, L. (2021). National Teacher Education Policies and Their Alignment with International Guidelines. In Joanna Madalińska-Michalak, Maria Assunção Flores, Ee Ling Low & Shirley Van Nuland (Eds.) Recruiting and Educating the Best Teachers; Policy, Professionalism and Pedagogy. Leiden, The Netherlands: Brill. doi: https://doi.org/10.1163/9789004506657_004

Semião, D. & Tinoca, L. (2021). A utilização das tecnologias digitais nas aulas do século XXI. Revista Educação Em Questão, 59(61). https://doi.org/10.21680/1981-1802.2021v59n61ID25689

Szelei, N.; Pinho, A.S. & Tinoca, L. (2021). Teaching In Multilingual Classrooms: Strategies From A Case Study In Portugal. Revista Brasileira de Educação, 26. https://doi.org/10.1590/S1413-24782021260038

Reis, P.; Tinoca, L.; Baptista, M.; Linhares, E. (2020). The Impact of Student-Curated Exhibitions about Socio-Scientific Issues on Students’ Perceptions Regarding Their Competences and the Science Classes. Sustainability, 12, 2796. https://doi.org/10.3390/su12072796

Szelei, N.; Tinoca, L. & Pinho, A.S. (2020). Professional development for cultural diversity: the challenges of teacher learning in context. Professional Development in Education, 46(5), 780-796. https://doi.org/10.1080/19415257.2019.1642233

Szelei, N.; Tinoca, L. & Pinho, A.S. (2019). Rethinking ‘cultural activities’: An examination of how teachers utilised student voice as a pedagogical tool in multicultural schools. Teaching and Teacher Education, 79, 176-187. https://doi.org/10.1016/j.tate.2018.12.020