- Aveiro, Aveiro, Portugal
Ana Raquel Simões
University of Aveiro, Department of Education, Faculty Member
- Ana Raquel Simões is an Assistant Professor at the Department of Education and Psychology of the University of Aveiro... moreAna Raquel Simões is an Assistant Professor at the Department of Education and Psychology of the University of Aveiro, Portugal. She holds a PhD in Language Education and has published book chapters and papers in scientific international and national journals. She has also taken part and coordinated national and international research projects. Since January 2000, she has been a member of the Open Laboratory for the Learning of Foreign Languages (LALE), based at the Research Centre on Didactics and Technology in Education of Trainers (CIDTFF), where she is responsible for activities within the fields of research, dissemination and cooperation with society. She is supervisor of several PhD and Master’s thesis.edit
Research Interests:
Research Interests:
ABSTRACT The project “Languages and Education: constructing and sharing professional knowledge” (PTDC/CED/68813/2006 | FCOMP-01-0124-FEDER-007106) evolved around the development of a community-based environment organised in thematic... more
ABSTRACT The project “Languages and Education: constructing and sharing professional knowledge” (PTDC/CED/68813/2006 | FCOMP-01-0124-FEDER-007106) evolved around the development of a community-based environment organised in thematic working groups of teachers, educators and researchers. The research purpose was to study the construction of such community, as well as the professional development trajectories of its members. The community’s dynamics were mainly based on face-to-face communication through regular meetings. Notwithstanding, the Moodle platform, particularly the discussion forums were used to bridge the gap in-between meetings. This study analyses the interactions (discussion forums and chat) and the documents shared in the Moodle platform of one thematic working group, in order to identify signs of emergence/construction of the aspired professional learning community. This investigation seeks to contribute to knowledge generation about professional learning communities in language education, and puts forward possible routes to follow-up networks or partnerships which may enhance and nurture the culture of collaboration initiated within the project.
Localización: Actas del VII Congreso Internacional de la Sociedad Española de Didáctica de la Lengua y la Literatura/Aurora Marco López (ed. lit.), Elva Aradas Carollo (ed. lit.), Fernando Vieito Carollo (ed. lit.), Pilar Couto Cantero... more
Localización: Actas del VII Congreso Internacional de la Sociedad Española de Didáctica de la Lengua y la Literatura/Aurora Marco López (ed. lit.), Elva Aradas Carollo (ed. lit.), Fernando Vieito Carollo (ed. lit.), Pilar Couto Cantero (ed. lit.), Vol. 2, 2004, ISBN 84-...
Research Interests:
Page 1. 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 292 Reciprocal images of Turkish and Portuguese university students: for an intercultural mediation between Portugal and... more
Page 1. 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 292 Reciprocal images of Turkish and Portuguese university students: for an intercultural mediation between Portugal and Turkey ...
ABSTRACT
Research Interests:
Research Interests:
A unidade curricular anual de Projetos de Intervenção Educacional (PIE) integra o 3º ano da Licenciatura em Educação Básica e assume-se como uma forte componente de iniciação à prática profissional. Com uma organização dos estudantes em... more
A unidade curricular anual de Projetos de Intervenção Educacional (PIE) integra o 3º ano da Licenciatura em Educação Básica e assume-se como uma forte componente de iniciação à prática profissional. Com uma organização dos estudantes em pequenos grupos de trabalho e envolvendo um grupo de 10 docentes da UA e 18 instituições da comunidade (escolas, colégios, escolas especiais, IPSS e autarquias locais), a UC estrutura-se em duas fases de trabalho. Na primeira fase os grupos realizam observação de atividades educativas diferenciadas em 3 instituições e numa segunda fase cada grupo de estudantes desenvolve um projeto educativo contextualizado e subordinado a uma temática, com o apoio da já referida rede de formação.