Coordinator

Domingos Fernandes

Educational Evaluation

The Research Group in Evaluation Educational focuses its work on:

a) Producing knowledge in the field of Evaluation;

b) Carrying out research in various areas of practical areas of educational evaluation;

c) Carrying out studies for several entities in the education and training system.

This Group considers the evaluation performed between 1991 and 1994 at the now extinct Institute of Educational Innovation (IIE), with the publication of dozens of reports regarding policy measures then introduced in the education system, a strong reference.

In the field of Evaluation of (and for) Learning, the Group develops real-context projects aimed at relating teaching and evaluation practices of teachers of different subjects and different teaching levels, including the higher level, to pupils’ learning.

In the field of Evaluation of Schools, the Group carries out research which essentially seeks to relate the evaluation of schools to pupils’ learning, teachers’ performance and the schools’ efficacy.

This Group has produced written reflection in the field of Evaluation of Teachers, where it seeks to analyse and discuss diverse critical issues (such as characterising teachers as teaching professionals, participation of the actors, nature, purposes and uses of evaluation). Currently it is developing an interpretative synthesis of the international literature published in the last ten years. This work should allow a set of recommendations and of reflections about the above mentioned critical issues to be elaborated.

As regards the Evaluation of Educational Programmes and Policies, besides own-initiative research (e.g., Project APPEPT40), the Group carries out evaluation studies in those domains, requested by different entities and institutions to the Institute of Education. This is the case, for instance, of the Evaluation Study of Specialised Artistic Teaching or of the Study of the Experimentation Process of the New Basic Education Mathematics Programme.

Recently, the Group reinforced its action in terms of guiding and producing even more work of an empirical nature, always supported by a solid conceptual base in the field of evaluation and others such as curriculum, learning, teaching, concepts, teachers’ professional knowledge and practices, school, quality and school efficacy or the origin of educational policies.

Adult Education

The fundamental support of the research developed by the Research Group Adult Education lies in the adult education policies regarding school and other contexts and types of education and training, as well as educational management and funding policies, namely on a higher level. It develops around four lines of research: education and local development; education and work; education and social movements; economy and funding of education.

In this framework, research on policies and educational offers aimed at poorly schooled young people and adults stands out, together with the way they are appropriated by social actors and by adult education and training institutions and public and private organisms, as well as management and funding policies in education and in training and financing. Thus, the Group has consolidated research in terms of the validation and certification of experience and production of competences, in the processes of integration in the work market, and in funding of education.
This Group also studies the types of training and their suitability to local, social, organisational and economic contexts, as well as their organisation, management and funding.

The Group Adult Education has set itself the following objectives:

  • Furthering knowledge in the fields of Adult Education, Vocational Training and Work, Educational Policies, Economy and Funding of Education
  • Producing new knowledge in its research areas
  • Promoting and collaborating in scientific events
  • Promoting its internationalisation
History of Education

The Research Group History of Education includes the scientific fields of History of Education, Comparative Education, Philosophy of Education. It is formed by Researchers-Teachers, Hired Researchers, Collaborator Researchers.

The main objectives of the Group are to further and internationalise scientific knowledge regarding the Portuguese, European, Luso-Brazilian and Luso-African realities in the following fields: Historical-Comparative Studies in Education; Pedagogic Modernity; Written Culture; Schooling and Sociability; School and Educational Patrimony (conservation, dissemination, promotion); School Culture; The Right to Education.

The Research Group History of Education is responsible for and teaches the curricular units of the Degree in Education, of the Course of Specialisation in Preservation and Promotion of Educational Patrimony; of the Master’s Course in History of Education; of the Courses in Advanced Education leading to PhDs in History of Education, Comparative Education, Philosophy of Education.

The Members of the Research Group are part of national and international research networks.

Educational Policy and Administration

The research carried out by the Research Group of Educational Policy and Administration is rooted in the late 1980s. From the start, it was marked by contributions from the sociology of organisations and directed at the “study of school” and of the “work of the school manager”. In the following decade, having become open to other contributions (such as political sociology and political science) and followed the evolution of the educational policy agenda, its research spread to the topics of “school autonomy and management”, “school evaluation” and “local educational administration”. In this context, the study of the appearance of new means of regulation of educational policies and actions, on local, national and supranational levels, also gained relevance.

This engagement in analyses inspired by the study of policy and public action has increased in recent years, leading to the study of governance instruments and their references, international movement of educational policies, action systems present in the decision-making and implementing process of educational policies, and of the way state action is contextualised and diverse in the concrete systems of public action. The latest research and publications of this Group (and those it will produce in the near future) are specifically focused on relations between knowledge, policy and public action in education.

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