Teresa Teixeira Lopo

Teresa Teixeira Lopo is a researcher at CeiED, co-director (since 2022) of the Observatory for Education and Training Policies (partnership with CES - Centre for Social Studies, University of Coimbra) and an Assistant Professor at Lusófona University – University Center of Lisbon.

She is a sociologist, has a Master and a PhD (2021) in Education Sciences - Education, Society and Development from NOVA University of Lisbon. Her research portfolio covers education policies, comparative research, deliberation, discursive participation and political decision-making in education, and discourse analysis. She is currently a post-doctoral researcher at Paris-Saclay University, Institute Villebon - Georges Charpak, Orsay, France.

At Lusófona University, she teaches courses primarily in the fields of Sociology of Education and Education Theory and Practice at both undergraduate and graduate levels. She is also an Invited Adjunct Teacher at the School of Education of IPLUSO - the Polytechnic Institute of Lusofonia (since 2023),  and was previously an Invited Adjunct Professor at the IPL- Politécnico de Lisboa (2011 - 2017)

She is a member of the Steering Committee of the Standing Group on Knowledge and Governance of  ECPR -  European Consortium for Political Research. She is an Expert on Quality Assessment of the National Erasmus+ Education and Training Agency (since 2021). She is an expert of the Unesco Inclusive Policy Lab and a member of the Network of Experts in Social aspects of Education and Training (since 2023). She is an ad hoc reviewer for The International Journal of Qualitative Methods (since 2020) and for Education Policy Analysis Archives (since 2022).

She is an Elected Member of the University Council of Lusófona University. She is an Elected Member of the Scientific Council of the Faculty of Social Sciences, Education and Administration of Lusófona University. She is also a Member of the Board and of the Scientific Council of CeiED.

• Education policies
• Comparative research
• Deliberation, discursive participation and political decision-making in education
• Discourse analysis