Preciosa Fernandes

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16Years (2011-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

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28 January 2019 in Educational Studies

Journal Article

National curriculumvscurricular contextualisation: teachers’ perspectives

Carlinda Leite

Preciosa Fernandes

Carla Figueiredo

Aiming to identify the importance given by teachers to the national curriculum and its contextualisation, this paper presents a study focused on teachers’ most-used curricular practices. The analysis of teachers’ answers, obtained through a survey questionnaire, revealed a hybridity between curricular practices in line with more traditional perspectives and others based on didactical teacher–student–knowledge interactions. Nevertheless, teachers from higher levels of education – secondary education – tend to favour more traditional practices that do not demand curriculum contextualisation than those who teach the first school years – basic education. The comparison of these results with others from a previous study conducted by the authors allowed to conclude that teachers are motivated to contextualise the national curriculum in order to promote students’ academic success and full development. However, they deal with constraints, mainly related to the existence of national exams, and to the length of curricular programmes.

22 December 2012 in The Asia-Pacific Education Researcher

Journal Article

Curricular Contextualization: Tracking the Meanings of a Concept

3 April 2021 in Distance Education

Journal Article

The digital portfolio as an assessment strategy for learning in higher education

Paulo Marinho

Preciosa Fernandes

Fernando Silvio Cavalcante Pimentel

This study was developed in the context of a course in higher education and in a blended learning environment—online, distance, and face-to-face (b-learning). The aim was to identify and characterize the meanings and effects that students and teachers attribute to the use of digital portfolios as an assessment and learning strategy. The experience allowed the portfolio to be recognized as a mediating device in the development of assessment procedures that generate learning—an epicenter of efficient feedback and a means of enhancing the (re)construction of knowledge. The portfolio also helped develop students’ reflective capacity on their work and their learning, autonomy, and collaboration action, and improved their learning.

24 April 2018 in The Australian Educational Researcher

Journal Article

Challenges of curricular contextualisation: teachers’ perspectives

Carlinda Leite

Preciosa Fernandes

Carla Figueiredo

1 July 2014 in Avaliação: Revista da Avaliação da Educação Superior (Campinas)

Journal Article

Avaliação, qualidade e equidade

Carlinda Leite

Preciosa Fernandes

O artigo, focado na avaliação da aprendizagem dos ensinos fundamental, médio e superior, tem como objetivo debater possibilidades e limites da avaliação de aprendizagem constituir um meio para promover uma educação de qualidade que viabilize o princípio de justiça social. Partindo de uma análise de políticas internacionais que têm associado a avaliação à institucionalização de uma educação de qualidade, o artigo dá conta de princípios e caraterísticas que marcam os discursos académicos e legais, sobre a avaliação da aprendizagem, em Portugal. Com base nesta caraterização, são identificadas proximidades e distâncias entre esses discursos e práticas de avaliação. O artigo termina com uma reflexão sobre o contributo da avaliação da aprendizagem para uma educação de qualidade que cumpra requisitos de equidade e justiça social.

13 August 2013 in Teachers and Teaching: Theory and Practice

Journal Article

Teachers’ role in curriculum design in Portuguese schools

Ana MOURAZ

Carlinda Leite

Preciosa Fernandes

Teachers’ role in curriculum design is a broad question that inspires political educational reforms among European countries, a trend that even extends to higher education politics. The perspective on teachers’ role in curriculum, both at the level of the policies and of the practices, shapes recent educational reforms in Portugal. These are the concerns underlying our research that intends to substantiate school teachers’ involvement in curriculum development as it is experienced by them, and while comparing their views to the roles they are attributed in the political and academic dominant discourses. To reach teachers’ perceptions, we distributed questionnaires which were completed by 214 teachers in primary and secondary schools. We could conclude that the enactment of a professional identity on the basis of teacher assumption of their role as real curriculum designers is still far from being achieved.

About Me

Preciosa Fernandes is an Associate Professor at the Faculty of Psychology and Education Sciences of the University of Porto (FPCEUP). She has a PhD in Education Sciences, from the University of Porto (2007). She is a full member of the Centre of Research and Intervention in Education of the University of Porto (CIIE), co-leading the Curriculum, Evaluation, Teacher Education, and Educative Technologies group (CAFTe). She is the Director of the Master Course in Health Education (in partnership with the Faculty of Medicine of UPORTO). She supervises PhD and Master's students in a variety of areas. Her main scientific research domains are curriculum policies and practices, educational and school evaluation, teacher education and professional development, special education and health education, and pedagogy in higher education. She has participated in a number of external national and international research projects on these issues. She co-chaired, until 2015, CIIE's Schools' Life Observatory (OBVIE), and she has extensive experience in researching and interacting in/with a wide range of primary and secondary schools. Her research has been published widely in national and international journals, and she is also a co-author of several books, focusing on education, curriculum, and learning assessment, and an author of a book focused on curriculum policy.

Preciosa Fernandes

Preciosa Fernandes

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