A5007880405- Education and Critical Thinking Development
- Innovative Teaching and Learning Methods
- Educational Strategies and Epistemologies
- Educator Training and Historical Pedagogy
- Digital Education and Society
- Global Education and Multiculturalism
- Language, Metaphor, and Cognition
- Literacy and Educational Practices
- Discourse Analysis in Language Studies
- Online and Blended Learning
- EFL/ESL Teaching and Learning
- Teacher Education and Leadership Studies
- Design Education and Practice
- Multi-Agent Systems and Negotiation
- Multilingual Education and Policy
- Higher Education Practises and Engagement
- International Student and Expatriate Challenges
- Communication in Education and Healthcare
- Educational Tools and Methods
- Team Dynamics and Performance
- Knowledge Management and Sharing
- E-Learning and Knowledge Management
- Language, Discourse, Communication Strategies
- Socioeconomic Development in MENA
- Diverse Applied Research Studies
Universidade Nova de Lisboa
2015-2024
Centro Regional de Derechos Humanos y Justicia de Género, Corporación Humanas
2024
Instituto de Filosofía
2018-2024
University of Lisbon
2016-2022
Nova Institut
2022
Czech Academy of Sciences, Institute of Philosophy
2022
Departamento de Educación
2020
Universitat de Barcelona
2020
Università della Svizzera italiana
2010-2017
Zayed University
2013-2016
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge been urgent and unexpected request previously face-to-face university courses to be taught online. Online teaching learning imply a certain pedagogical content knowledge (PCK), mainly related designing organising better experiences creating distinctive environments, with help of digital technologies. With this article, we provide some expert insights into...
Abstract The Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher particular. In the light of crisis caused, especially when it comes to so-called emergency remote teaching (ERT), educators from all grades contexts experienced necessity their roles, ways supporting students’ learning tasks image students as self-organising learners, active citizens autonomous social agents. our first Postdigital Science Education paper, we sought...
The need to enhance argument skills through education has become increasingly evident during the past 20 years. This resulted in an ongoing discussion that focuses on students’ and teachers’ argumentation its support. However, apart from extended competence-based discourse, no clear homogeneous definition exists for argumentative competence constituent skills. To respond this deficiency, we conducted integrative literature review focusing methods of analysis assessment have been proposed...
Does student-centered dialogical argumentation work in authentic classroom settings? Four experienced secondary teachers implemented an argument-based curriculum situated within the contexts of their four respective disciplines - language arts, history, science, and civic education. A mixed-method analysis showed that students who participated performed significantly better on a final argumentative essay, compared to control groups studied same content with using customary methods. Teachers'...
Abstract This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, aim was, and continues be, critically challenge normalization education techno-corporate enterprise failure properly account digital methods teaching Higher Education. same fashion, and, collected here demonstrates, its publication could not be timelier. Though was written before Covid-19 pandemic, many responses...
Abstract Cultural literacy, as a set of values and dispositions developed through dialogue constructive argumentation with people representing different cultural identities, is an essential skillset twenty‐first‐century citizen in any part today's world. Especially within the current European landscape continuous immigration change, fluidity rhetoricity identity construction require notion citizenship education that can adapt to this dynamic process. Moreover, practical aspects being its...
The view that argumentation is a desired reasoning practice in the classroom well reported literature. Nonetheless, it still not clear what type of supports argumentation. paper discusses abductive as most adequate for students’ arguments to emerge discussion. Abductive embraces idea plausibility and defeasibility both premises conclusion. As such, teachers’ role becomes one guiding students through formulating relevant hypotheses selecting plausible according criteria. Argumentation schemes...
Argumentation in educational contexts has been proposed as a dialogic practice that stimulates and promotes students’ critical thinking. However, the way thinking relates to argumentation is still not clear literature. This essay proposes exploration of concept criticality, manifested teachers’ contributions within argumentative interactions, basis for redefinition “pedagogical dialogue” dialogue oriented towards argumentation. The main characteristics this type are described, shedding light...
The challenge of creating more inclusive public schools addressing the needs 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as dialogical process to be adopted and developed by teachers students alike in any classroom. idea dialogic teaching explained operationalised an curriculum focusing cultural literacy learning dispositions. study, which part multi-country European project, eight Spanish Portuguese secondary school their participated sessions...
Dialogic argumentation has thus far been proposed as a way to analyse, understand, and promote meaningful classroom interactions. However, currently there is lack of systematic proposals for conceptualising dialogue goals part teachers' pedagogical repertoire. Our main goal operationalise an existing framework types, the one by theorist Douglas Walton. To do so, we first identify set epistemic criteria meaningful, from point view, discursive interactions, which use 'framing indicators'...
Empathy, broadly defined as the ability to experience another's emotions and perceptions, is one of major attitudes actions underpinning an individual's participation in dialogue across diversity. The goal this methodological paper operationalize empathy a discursive construct, manifested children adolescent dialogic interactions. A coding scheme developed based on three distinct steps. First, review operational definitions carried out, capture how its related values, skills, dispositions...
United Arab Emirates (UAE) is currently a hub of 200 nationalities with variety lifestyles and religions. Nonetheless, the attitudes locals towards reasoning others have not yet been investigated. This investigation studied fundamental orientations to arguing among UAE residents (N = 157), range self-report instruments including argument frames, personalization conflict, argumentativeness, verbal aggressiveness. Data analysis showed that respondents had responses comparable three comparison...
Educational and psychological research on argumentative interactions has identified several challenges in young people's argumentation, as well early manifestations of some (hybrid) reasoning mechanisms that children adolescents are able to put into service when necessary. The purpose this short article/commentary is inquire these mechanisms, presented the articles published special issue "Interpersonal argument", through: (a) framing them from a psychopedagogical perspective; (b)...
Abstract While user‐centred design and user experience are given much attention in the e‐learning field, no research has been found on how users actually represented discussions during of online courses. In this paper we identify when end‐users' experience—be they students or tutors—emerges designers' their meetings well‐established open universities. More precisely, observed 15 two teams development specific Designers' discourse was analysed basis six dimensions regarding relevant actors,...
Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners their interthinking, reasoning, metadialogic understanding. The goal of this classroom intervention study to explore degree students' dialogicity its possible increase during a learning programme implementing dialogic argument-based teaching goals principles. In particular, focus students from 5 15 years old engage with each other's ideas, whether/how...
Our aim was to explore the influence of mobile learning on students’ acquisition conceptual knowledge business communication, as well development their communication skills. We compared performance three groups students according pedagogical approach that we used with them: a group, conventional and control group. findings suggest intervention leads an improvement in student formal assessment it will also have positive impact outcomes.