Louise dos Santos Lima


Biographical note

Louise Lima is a Postdoctoral Student in Teacher Training and Curriculum Studies; PhD in Educational Sciences, Master in Mathematics Teaching and Degree in Mathematics. She has teaching experience in Primary, Secondary and Higher Education. She was invited by the Catholic University of Mozambique to guide Doctoral Theses and carry out research and educational intervention projects.

She integrated the AFC External Evaluation Team promoted by DGE and she is currently researcher in an ERASMUS+ project.

She is an ambassador Academi@ STEAM Mangualde and streamlines several teacher training actions, being involved in two major national projects (pedagogical evaluation and curriculum review in mathematics).

A relationship between research and work with schools justifies their latest publications.

Areas of academic and scientific interest

  • Curricular studies
  • Teacher Training
  • Inclusion
  • Pedagogical Work Management
  • Pedagogical Evaluation
  • Intercultural Education

Post-PhD project

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

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.