Luís Tinoca is an Associate Professor at the Institute of Education, University of Lisbon, with experience in the development of both graduate and undergraduate courses, as well as an active researcher in the areas of teacher education, curriculum development, elearning and teaching in Higher Education. He is a member of the Education Research and Development Unit, and a collaborator at the Distance Education Laboratory. He earned his Ph.D. in Science Education from the University of Texas at Austin in 2004.
We start by reflecting on what can be interpreted as LifeLong Learning (LLL), clarifying some of ... more We start by reflecting on what can be interpreted as LifeLong Learning (LLL), clarifying some of the different interpretations of what LLL can be like and introducing our own working definition for LLL as the continued education and training of people throughout their adult lives, encompassing all academic levels and all forms of learning, whether formal, non-formal, or informal, but focusing our interest in the continuing education and training of people at higher education level through structured (formal, non-formal or informal) courses or activities offered by Institutions of Higher Education. Furthermore, we discuss some of the European policy frameworks already in place, and some of the current efforts to implement LLL opportunities in throughout Europe, as well as some of the main obstacles still standing in its way. Next, we explore and characterize the diversity of the LLL student, mainly as an adult employed professional, and argue how all traditional sectors are represente d in the LLL spectrum of experiences. We then explore some of the opportunities presented by these three types of learning, and pay particular attention to how distance education can enhance both non-formal and informal LLL experiences. Moreover, gathering the experiences shared by the 14 participating institutions of higher education across Europe, we developed a list of success factors for organizing LLL around three main areas: content, pedagogical delivery, and organizational issues. Finally, we illustrate the potential of LLL with three representative examples of good practices that illustrate how institutions of higher education can develop successful LLL opportunities, in a variety of forms, and across traditional disciplinary fields.
XIII Encuentro Iberoamericano de Educación Superior a Distancia: Redes universitarias, postgrados y complementariedad curricular, 2010, ISBN 9789726746898, 2010
A prática de ensino supervisionada do futuro professor é um período determinante para o desenvolv... more A prática de ensino supervisionada do futuro professor é um período determinante para o desenvolvimento das suas práticas educativas e competências profissionais. Apesar de valorizarem a sua natureza ativa e interdisciplinar, muitos professores têm demonstrado dificuldades em implementar o Trabalho de Projeto nas suas práticas. Este estudo visa conhecer a forma como os futuros professores do 1.º Ciclo do Ensino Básico, em Portugal, integram o Trabalho de Projeto nos seus estágios de prática pedagógica. Os dados foram recolhidos através de entrevistas em grupo focal a dois grupos de estudantes de instituições diferentes, mas com modelos de formação semelhantes. Os resultados demonstram que os futuros professores valorizam e procuram contemplar o Trabalho de Projeto nas suas práticas educativas, atravessando algumas dificuldades na implementação desta metodologia, que poderiam ser atenuadas através de uma maior concertação entre a instituição formadora e as escolas de estágio, de modo...
Pre-gradual teacher education involves students’ practice teaching as carried out in so-called un... more Pre-gradual teacher education involves students’ practice teaching as carried out in so-called university schools or faculty schools. The objective of this digital handbook is to provide various options of implementation of university school concepts in teacher education programmes. General ideas and specific steps comprising organization of collaboration-supporting practices, internship activities and requirements for school-based teacher educators’ competences are presented within this structure. This digital handbook is one of the outputs of Enhancing European Teacher Education through University Schools, an Erasmus+ EdUSchool project aimed to develop a common European understanding of university schools and their concepts among all stakeholders.
The IRRESISTIBLE Project had the aim of involving teachers, students, and the public in the discu... more The IRRESISTIBLE Project had the aim of involving teachers, students, and the public in the discussion on Responsible Research and Innovation (RRI), promoting both the construction of knowledge about cutting-edge (and controversial) research topics (socioscientific issues-SSI) and discussion about the criteria that research/innovation processes should respect to be considered as responsible. This chapter presents qualitative results on the educational potential of IRRESISTIBLE's student-curated exhibitions about SSI and their RRI dimensions. Student-curated exhibitions took place in different contexts-schools, universities, museums, and public places-and were assumed as an activism strategy through which students informed the community about the SSI they had researched, and triggered discussion about the necessary conditions to ensure RRI practices in those areas. Data were collected through interviews with participating students from 10 countries. Overall results indicate that students improved their perceptions regarding their competences in developing exhibitions as a way of creating awareness about topics relating to science, technology, and society. This activity reinforced students' perceptions that in science classes they develop socially relevant projects and learn how to influence other citizens' decisions about social issues related to science, technology, and the environment, with the aim of ensuring a more sustainable future.
This study aims to understand how Project-based learning, addressed in initial teacher education ... more This study aims to understand how Project-based learning, addressed in initial teacher education programs, is reflected in the practices and professional development of elementary school teachers, as it is a method that contrasts with students' conceptions about teaching and promotes the development of pupils’ skills and knowledge. The study uses a multiple case study design, in which the main data collection techniques are interviews and document analysis. The results show that initial teacher education institutions are concerned with the integration of this teaching method in its programs, although its approach is insufficient for future teachers and beginning teachers to implement it with confidence. Data also reveal the need for greater monitoring by higher education institutions during teachers' induction phase, in order to support them during the constraints of this stage, encouraging the use of active teaching methods and contributing to an early stage of their profes...
ABSTRACT: This article draws on Hargreaves' (1998) theory of teachers' different professi... more ABSTRACT: This article draws on Hargreaves' (1998) theory of teachers' different professional cultures and aims to provide evidence related to how collaborative work is perceived in schools, by teachers and leaders, and what practices are associated with it. Simultaneously, it allows us to reflect on the predominant professional culture among teachers. The modality used was the case study, inserted in a qualitative methodology, privileging the interpretative dimension of the participants over the reality experienced/perceived. Data were collected in 2018/2019 through document analysis and interviews with six elementary school teachers who teach at a private education institution in Lisbon, Portugal. The results allow us to conclude that teachers' work generally takes on forms of collaboration at a superficial level and they are concentrated in the same department. Although collaborative practices have also been identified, the results indicate the predominance of a “balk...
We start by reflecting on what can be interpreted as LifeLong Learning (LLL), clarifying some of ... more We start by reflecting on what can be interpreted as LifeLong Learning (LLL), clarifying some of the different interpretations of what LLL can be like and introducing our own working definition for LLL as the continued education and training of people throughout their adult lives, encompassing all academic levels and all forms of learning, whether formal, non-formal, or informal, but focusing our interest in the continuing education and training of people at higher education level through structured (formal, non-formal or informal) courses or activities offered by Institutions of Higher Education. Furthermore, we discuss some of the European policy frameworks already in place, and some of the current efforts to implement LLL opportunities in throughout Europe, as well as some of the main obstacles still standing in its way. Next, we explore and characterize the diversity of the LLL student, mainly as an adult employed professional, and argue how all traditional sectors are represente d in the LLL spectrum of experiences. We then explore some of the opportunities presented by these three types of learning, and pay particular attention to how distance education can enhance both non-formal and informal LLL experiences. Moreover, gathering the experiences shared by the 14 participating institutions of higher education across Europe, we developed a list of success factors for organizing LLL around three main areas: content, pedagogical delivery, and organizational issues. Finally, we illustrate the potential of LLL with three representative examples of good practices that illustrate how institutions of higher education can develop successful LLL opportunities, in a variety of forms, and across traditional disciplinary fields.
XIII Encuentro Iberoamericano de Educación Superior a Distancia: Redes universitarias, postgrados y complementariedad curricular, 2010, ISBN 9789726746898, 2010
A prática de ensino supervisionada do futuro professor é um período determinante para o desenvolv... more A prática de ensino supervisionada do futuro professor é um período determinante para o desenvolvimento das suas práticas educativas e competências profissionais. Apesar de valorizarem a sua natureza ativa e interdisciplinar, muitos professores têm demonstrado dificuldades em implementar o Trabalho de Projeto nas suas práticas. Este estudo visa conhecer a forma como os futuros professores do 1.º Ciclo do Ensino Básico, em Portugal, integram o Trabalho de Projeto nos seus estágios de prática pedagógica. Os dados foram recolhidos através de entrevistas em grupo focal a dois grupos de estudantes de instituições diferentes, mas com modelos de formação semelhantes. Os resultados demonstram que os futuros professores valorizam e procuram contemplar o Trabalho de Projeto nas suas práticas educativas, atravessando algumas dificuldades na implementação desta metodologia, que poderiam ser atenuadas através de uma maior concertação entre a instituição formadora e as escolas de estágio, de modo...
Pre-gradual teacher education involves students’ practice teaching as carried out in so-called un... more Pre-gradual teacher education involves students’ practice teaching as carried out in so-called university schools or faculty schools. The objective of this digital handbook is to provide various options of implementation of university school concepts in teacher education programmes. General ideas and specific steps comprising organization of collaboration-supporting practices, internship activities and requirements for school-based teacher educators’ competences are presented within this structure. This digital handbook is one of the outputs of Enhancing European Teacher Education through University Schools, an Erasmus+ EdUSchool project aimed to develop a common European understanding of university schools and their concepts among all stakeholders.
The IRRESISTIBLE Project had the aim of involving teachers, students, and the public in the discu... more The IRRESISTIBLE Project had the aim of involving teachers, students, and the public in the discussion on Responsible Research and Innovation (RRI), promoting both the construction of knowledge about cutting-edge (and controversial) research topics (socioscientific issues-SSI) and discussion about the criteria that research/innovation processes should respect to be considered as responsible. This chapter presents qualitative results on the educational potential of IRRESISTIBLE's student-curated exhibitions about SSI and their RRI dimensions. Student-curated exhibitions took place in different contexts-schools, universities, museums, and public places-and were assumed as an activism strategy through which students informed the community about the SSI they had researched, and triggered discussion about the necessary conditions to ensure RRI practices in those areas. Data were collected through interviews with participating students from 10 countries. Overall results indicate that students improved their perceptions regarding their competences in developing exhibitions as a way of creating awareness about topics relating to science, technology, and society. This activity reinforced students' perceptions that in science classes they develop socially relevant projects and learn how to influence other citizens' decisions about social issues related to science, technology, and the environment, with the aim of ensuring a more sustainable future.
This study aims to understand how Project-based learning, addressed in initial teacher education ... more This study aims to understand how Project-based learning, addressed in initial teacher education programs, is reflected in the practices and professional development of elementary school teachers, as it is a method that contrasts with students' conceptions about teaching and promotes the development of pupils’ skills and knowledge. The study uses a multiple case study design, in which the main data collection techniques are interviews and document analysis. The results show that initial teacher education institutions are concerned with the integration of this teaching method in its programs, although its approach is insufficient for future teachers and beginning teachers to implement it with confidence. Data also reveal the need for greater monitoring by higher education institutions during teachers' induction phase, in order to support them during the constraints of this stage, encouraging the use of active teaching methods and contributing to an early stage of their profes...
ABSTRACT: This article draws on Hargreaves' (1998) theory of teachers' different professi... more ABSTRACT: This article draws on Hargreaves' (1998) theory of teachers' different professional cultures and aims to provide evidence related to how collaborative work is perceived in schools, by teachers and leaders, and what practices are associated with it. Simultaneously, it allows us to reflect on the predominant professional culture among teachers. The modality used was the case study, inserted in a qualitative methodology, privileging the interpretative dimension of the participants over the reality experienced/perceived. Data were collected in 2018/2019 through document analysis and interviews with six elementary school teachers who teach at a private education institution in Lisbon, Portugal. The results allow us to conclude that teachers' work generally takes on forms of collaboration at a superficial level and they are concentrated in the same department. Although collaborative practices have also been identified, the results indicate the predominance of a “balk...
A obra que aqui se apresenta consubstancia uma parte da investigação desenvolvida no âmbito do pr... more A obra que aqui se apresenta consubstancia uma parte da investigação desenvolvida no âmbito do projeto “Avaliação e eLearning no Ensino Superior “(@ssess.he), financiado pela Fundação para a Ciência e Tecnologia (FCT). Este projeto desenvolveu-se entre 2011 e 2013, e teve como foco a investigação em torno da avaliação digital no Ensino Superior. O projeto visou estudar as estratégias de avaliação digital, adequadas e válidas aos ambientes virtuais de aprendizagem no Ensino Superior, contribuindo para a clarificação de processos e visando a definição de indicadores que garantam a sua autenticidade e validade na avaliação de competências em contextos de elearning.
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