Louise dos Santos Lima

Biographical note

Louise Lima is a post-doctoral researcher in Teacher Education and Curriculum Studies – funded by the Foundation for Science and Technology (FCT) – at the Centre for Interdisciplinary Studies in Education and Development (CeiED) at the Lusófona University; she has a PhD in Education Sciences (University of Porto), complemented by an international mobility at the “Summer School in European Education Studies” at the University of Naples Frederico II. She has a Master’s Degree in Mathematics Teaching (UFRJ) and a Degree in Mathematics (UFRJ).

She integrated the External Evaluation Team of Autonomy and Curricular Flexibility promoted by DGE, which resulted in a set of recommendations for the Government (Cosme, Ferreira, Lima, & Barros, 2021). She is a researcher in the ERASMUS+ MARKA + project [REF-2020-1-PT01-KA201-078732] involving schools from 5 countries. She has coordinated the Transdisciplinary Research Centre in Education Sciences of the ISCE Douro; she collaborates with the Catholic University of Mozambique in the development of research and educational intervention projects and with the University of Porto through the (Co)coordination of the Teaching and Pedagogical Innovation Research Group (CIIE/FPCEUP) and the Observatory of Life in Schools (CIIE/FPCEUP). 

She has teaching experience in Higher Education in curricular units in the field of Education, Mathematics and Didactics of Mathematics; as well as in Brazil corresponding to Primary and Secondary Education. Her intervention in the context of continuous teacher training stands out, having privileged contact with different schools distributed all over the Portuguese territory through the work of intervention, consultancy and training that she carries out at the request of different Municipalities, Schools, Training Centres and Universities, in Portugal and abroad.  She has been a trainer for Principals at the invitation of the Directorate General of Education and currently integrates two major national teacher training projects in the context of pedagogical evaluation and curriculum review in Mathematics.

She is an ambassador of the Academi@ STEAM Mangualde. She integrates an Editorial Board, being a reviewer in two journals. The relationship between research and work with schools justifies her latest publications and participation in several conferences.

Areas of academic and scientific interest

  • Teacher Training
  • Curriculum Studies
  • Management and organization of pedagogical work
  • Inclusion

Post-PhD project

Formação contínua de professores em Portugal: Implicações das políticas educativas entre 2005 e 2022
Doctorate Professor Elsa Estrela

The Basic Law of the Educational System (Law No. 46/86 of October 14) recognizes continuing education as a right of teachers, and should be “sufficiently diversified, to ensure the complement, deepening and updating of professional knowledge and skills, as well as enabling mobility and career progression” (Art. 35, no. 1 and 2). Since its creation in 1992 and until 2009, continuous training has been subject to fluctuations and has been the subject of some adjustments, although it has maintained the characteristics inherent to its mission and objectives, as well as its organization on the ground (Santos, 2009, p. 29). To understand what has happened after this period, we propose a postdoctoral project that takes as reference three studies conducted in this field (Duarte, 2007; Santos, 2009; Lopes et al., 2011). Thus, the objective of this project is to understand the implications of educational policies on the continuous training of teachers in Portugal, from the evolution of its legal regime and its characterization. The design of the research is based on the principles of the phenomenological-interpretative paradigm, based on a qualitative approach, using documentary analysis and surveys. Thus, we established the 2005-2022 time period (civil years) as a clipping of research – to consider the mandates of those responsible for the education portfolio, not overlapping, but expanding the studies already carried out. The research will be developed in three phases:

  1. Mapping the theoretical designs and results of studies produced in the context of continuing teacher training between 2005-2022 (civil years).
  2. Analysis of the evolution of the legal regime of continuing education in conjunction with educational policies.
  3. Characterization and analysis of the continuous training of teachers in Portugal based on the criteria and practices of accreditation, the profile of trainers and thematic, typological and territorial distribution of the training offer.

We hope that this research can be an organizational contribution to the design of responses that are more in line with the challenges faced by the continuous training of teachers in Portugal.