Feliciano Henriques Veiga
The scientific activities of the Curriculum and Teacher Education Research Group include research studies in five main fields: studies on Curriculum; studies on Teacher Education and Teacher Trainers; studies on Indiscipline; studies on Supervision; studies on Mediation.
Since the start, in the 1980s, investigators who dealt with these lines of research aimed to contribute to further tending-towards-universal scientific knowledge and, at the same time, to innovate and consolidate positive experiences in several fields of intervention, namely teacher and educator training, and higher studies in education to form specialist personnel, whose professional performance is growingly sought in several domains other than school education.
Followers of a broad concept of teacher/trainer professionalism and professionality, the researchers who are part of this group view these professionals as prime actors of the construction of local curricular policies and of the improvement of teaching-learning processes. Hence the fact that their research projects are not only distributed among the various above-mentioned fields, but focus on every dimension of teacher action: the professional, social and ethical dimension; the dimension of teaching and learning; the dimension of lifelong development; and the dimension of participation in school and community life.
The Research Group Education Technology and Society (ETS) aims the following objectives:
a) To carry out fundamental and applied research and development projects in education and training in topics where Information and Communication Technologies (ICT) have a relevant role regarding the research problems that are defined;
b) To support research projects leading to Master and PhD theses in the ETS lines of research;
c) To support the presentation and publication of scientific work resulting from the projects developed in ETS, divulging their results to the scientific community and education and training agents;
d) To develop consulting studies and activities for public and private entities regarding ICT use and integration in educational spaces;
e) To promote the development of educational offers at the post-graduate level (Specialisation, Master’s and PhD) in ICT in education and training.
The ETS group has the following lines of research:
I. Learning with ICT in educational and training contexts.
II. E-learning in organisational, educational and training contexts.
III. Web 2.0 and emerging digital environments: resource repositories and social networks.
IV. Instructive models, development of digital educational content and online learning environments.
V. Online virtual communities: communicative / collaborative dimension and online tutoring.
VI. Curricular development and integration of technologies.
VII. Professional development and teachers’ ICT competences.
VIII. Evaluation methodologies and digital portfolios.
IX. Mobile technologies in educational and training contexts.
X. 21st-Century Skills, digital cultures and online learning.
XII. Impact of public policies in ICT in education.
The Group Psychology of Education is part of the “Field of Research and Teaching of History and Psychology of Education”, of the Institute of Education of the Lisbon University (IEUL). It aims to further knowledge regarding educational phenomena, in light of the Psychology of Education, with a view to promoting this in different educational contexts, with the general objective of engaging in research and in-depth education in the Psychology of Education. It spreads out to three major lines of research: human development in diverse educational contexts; learning in educational contexts; and activation of personal accomplishment. Members of the group carry out research in many different areas, such as engagement, motivation, self-concept, creativity, school performance, academic performance, indiscipline, bullying, violence in school, citizenship, identities, inclusive education and intercultural education. A number of studies are carried out, notably on development and learning throughout the life cycle; wisdom; self-regulated learning; learning in higher education students; learning in individuals with intellectual and sensory disabilities; construction and adaptation of psychoeducational evaluation scales; giftedness; the role of social interactions in dyads or small groups, in knowledge and competence appropriation regarding different types of school content; students’ attitudes towards themselves and academic performance; and teachers’ beliefs.
The purpose is to further and disseminate knowledge and research results in these and related fields, particularly those situated in differentiated educational contexts, where the approach from the standpoint of Psychology of Education is relevant. Educating professionals equipped with means to positively and creatively activate the current socio-educational reality – as well as all those who wish to deepen theoretical knowledge, research and psychoeducational intervention in different life contexts – is one of the major objectives of the Group Psychology of Education.