Fernandes, Sandra
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Fernandes
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Sandra
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Sandra Fernandes
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Sandra Raquel Gonçalves Fernandes - PhD in Education Sciences, specialization in Curriculum Development, at the University of Minho. Graduate degree in Education, by the same University. She is Associate Professor at the Department of Psychology and Education at Universidade Portucalense, Porto, Portugal. She is the Head of the Pedagogic Innovation Office (Gabinete de Inovação Pedagógica - GIP) at Universidade Portucalense, an institutional structure aimed to promote the quality of teaching and learning through pedagogical training and teacher professional development. She is the coordinator of the new Masters in Innovation in Education, created in 2023. She coordinated the Masters in Education Administration and Management, from 2015 to 2023. She is an integrated member of Portucalense Institute of Psychology (I2P) at Portucalense University and an external collaborating member of the Research Center on Child Studies (CIEC) at the University of Minho. She is member of several national and international research projects, with public funding. She is an Associate Editor of the Journal Teachers and Teaching: Theory and Practice and member of the Editorial Board of Frontiers in Education and Education Sciences (MDPI). She is a founding member and vice president of the Project Approaches in Engineering Education (PAEE) Association. Her research interests include Teacher Education, Higher Education, Curriculum Development, Education Administration and Management, Teacher Performance Assessment, Active Learning, Project-based Learning (PBL), Engineering Education, among others.
D617-2C98-5011
16315361800
Q-2679-2019Research Projects
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CINTESIS.UPT - Centro de Investigação em Tecnologias e Serviços de Saúde
Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS.UPT), former I2P, is an R&D unit devoted to the study of cognition and behaviour in context. With an interdisciplinary focus, namely on Education, Translational and Applied Psychology
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Publication Open Access Aging behind bars in Portugal: A case study of a prison context2017-07 - Ferreira, Catarina; Ferreira-Oliveira, Ana Teresa; Santos, Conceição; Fernandes, Sandra; Miguel, IsabelThis paper presents a study about the ageing of people under detention, based on the analysis of a prison located in the north of Portugal. Scarce studies were developed with this population and statistical data indicates the increasing number of elderly inmates in the Portuguese prison context. This paper intends to explore the perceptions of the inmates who are over 60 years old, as well as other professionals who interact daily with this population. The research is a case study with a qualitative approach. Data collection includes semi-structured interviews to prisoners, the prison director, guards, health professionals, reeducation professionals, etc. For the purpose of this paper, only results from interviews to prisoners will be analyzed (n=11). Ethical issues and procedures were carefully considered during all phases of the research plan. The results intend to contribute to a greater comprehension of the ageing phenomena behind bars and the imprisonment experiences lived by elderly prisoners, including adaptation to prison as well as resocialization issues, pointed out as of great importance by the Portuguese legal system frameworks. Results of this exploratory paper show a description of the social representations of elderly inmates, regarding perspectives of life trajectory without imprisonment, reasons for the crime practice and its interpretation, representation of prison admission, adaptation to prison, representation of the relationship with professionals, social representation of prison population and resocialization and age.Publication Open Access Student´s role in the Implementation of a Lean Teaching and Learning Model2016-07 - Dinis-Carvalho, José; Fernandes, SandraThis paper presents a pilot study based on the application of lean concepts to teaching and learning in higher education. It is based on findings carried out within an optional course called "Lean Enterprise", which is part of the 5th year of the Integrated Masters degree program of Industrial Engineering and Management (IME), at the University of Minho, Portugal. The study aims to discuss students’ active role in the improvement of teaching and learning. The main structure of the methodology used is based on the implementation of PDCA cycles of continuous improvement in each class. A set of standards were created at the start to make the continuous improvement effective. One of the standards created was the standard structure for the class. The classes followed a pattern established of 100 minutes per class, with a defined instant to start and a defined instant to finish. At the end of every class (total of 12 sessions), the students were asked to give feedback about the class performance. Data collection was based on online questionnaires to students, applied at the end of each class (for process evaluation) and also at the end of the conclusion of the course (overall evaluation). Findings based on students’ perceptions suggest that the model applied was useful and contributed to improve teaching and learning, showing that students´ play a very important role in supporting teachers with feedback about course planning, delivery and assessment. Implications of the application of this model based on lean concepts to educational settings will be discussed in the paper.Publication Open Access EHIS Method©: Entrepreneurship human interaction skills2017 - Sousa, Cristina; Magalhães, Miguel; Costa-Lobo, Cristina; Lopes, Filomena Castro; Fernandes, SandraThe purpose of this paper is to describe the EHIS Method© (Entrepreneurship Human Interactions Skills), an innovative entrepreneurship teaching and learning method developed and used at the Entrepreneurship course at Portucalense University (UPT), a private higher education institution in Portugal. EHIS Method© draws on insights from the recent literature on entrepreneurship education and is applied to teach Entrepreneurship in several study programs at UPT, such as Psychology, Social Education, Tourism, Economics, Law, Management, Informatics, Management and Information Systems and Hospitality Management. The students are grouped into teams and challenged to develop an entrepreneurship project, which consists of four different steps: (1) the idea discovery/generation; (2) from the idea to the business model; (3) from the business model to the business plan; (4) from the business plan to the preparation of the application to the Net UPT (business incubator of UPT). Throughout the EHIS Method©, students have to successfully go through a variety of assessment elements, held at different times, encompassing different activities and skills and involving different types of evaluators: (a) teachers/mentors; (b) university professors and (c) potential investors.Publication Open Access Are perceptions of grandparenthood related to family and life satisfaction? A study with emerging adults2021-01-08 - Carneiro, Luísa; Fernandes, Paula; Araújo, Alexandra M.; Miguel, Isabel; Fernandes, SandraGiven the crucial role that grandparents play in the upbringing and well-being of their grandchildren, research regarding the perceived importance of grandparents for their emerging adult grandchildren is of particular relevance. This study examined the relations between perceived grandparents’ roles and family and life satisfaction in Portuguese emerging adults. Participants (N ¼ 387), aged 18–25, completed a structured self-report questionnaire. Findings of structural equation modeling showed that emerging adults’ perceptions of grandparental roles of counselor, enjoying the relationship, and indulgence are positively related to their family and life satisfaction. The mediation analysis showed that family satisfaction mediated the relation between perceptions of grandparents acting as counselors and the life satisfaction of emerging adult grandchildren. Implications of family relationships and grandparenting in the context of emerging adulthood are discussed.Publication Restricted Access Managing PBL dificulties in an Industrial Engineering and Management Programme2016-03 - Alves, Anabela C.; Sousa, Rui; Moreira, Francisco; Carvalho, M. Alice; Cardoso, Elisabete; Pimenta, Pedro; Malheiro, Teresa; Brito, Irene; Mesquita, Diana; Fernandes, SandraPurpose: Project-Based Learning (PBL) is considered to be an active learning methodology which can be used to develop both technical and transversal competences in engineering programs. This methodology demands a great deal of work effort from the students and also from the teachers and it requires a meticulous plan and a well-managed project as well. These activities go far beyond the normal activities in traditional lectures, enabling to outpace the difficulties that spur along the way that may be both complex and demotivating. This methodology has been implemented in the Integrated Master Degree on Industrial Engineering and Management (IEM), at one public university in Portugal, since the 2004/2005 academic year. The aim of this paper is to identify and discuss the main difficulties of the implementation of PBL, mainly from the teachers’ perspectives. Additionally, some effective strategies will be recommended to overcome such difficulties. Design/methodology/approach: The perceptions of the teachers were collected through a survey based on six main themes. The participants in the study include eight teachers from the five courses of the first semester of the first year of the IEM program involved in the 2012/2013 and 2013/2014 editions. Findings: Integration of courses in the project; student assessment; growing number of students in each team and the need of physical spaces for them; and compartmentalized knowledge has emerged as the main difficulties. To overcome these difficulties some key strategies were recommended. Originality/value: A new perspective based on course teachers' views and experiences will deepen the understanding of the problems and provide inputs for the development of strategies that may improve the effectiveness of PBL and introduce changes for its successful implementation. These strategies are intended to be transferable to other contexts, as most of the problems and constraints are common to other active learning approaches.Publication Open Access How to apply SCRUM in PBL teams2018 - Carvalho, José Dinis; Fernandes, SandraScrum is a project management methodology very popular in the software industry with very good results in terms of team work effectiveness. Scrum is based on important team work values such as commitment, courage, focus, openness and respect and can be described in three different dimensions: Scrum team; Scrum Events; and Scrum artefacts. This workshop aims to provide the participants with the opportunity to practice the scrum methodology. This goal will be attained by using a short project which includes similar characteristics to the typical PBL projects. The first moment of the workshop will focus on presenting the basic concepts about the Scrum methodology, its use and main features. In the second moment the participants will be actively involved in a training activity which allows them to practice Scrum in a small project. This includes the generation of a backlog, a sprint planning meeting, and at least on sprint (one iteration of the methodology). The third and last moment will be based on the discussion and reflection about the effectiveness of this methodology when applied in PBL teams. Some guidelines and tips for an effective use of Scrum in PBL teams will be available for all participants on the workshop.Publication Open Access Positivar a velhice: um programa de intervenção com pessoas idosas2019 - Jorge Miguel, Silva; Miguel, Isabel; Fernandes, Sandra; Araújo, Alexandra M.Esta comunicação tem como objetivo descrever a implementação de um programa de intervenção psicológica com pessoas idosas. Este programa, designado “Positivar a Velhice”, foi construído com base na revisão da literatura e nos princípios da psicologia positiva, abrangendo cinco variáveis da psicologia positiva: felicidade subjetiva, bem-estar psicológico, satisfação com a vida, qualidade de vida e afetos positivos e negativos. O programa de intervenção inclui um conjunto de 16 sessões grupais, divididas em três módulos. A implementação do programa decorreu em duas instituições privadas, localizadas na região norte de Portugal. O número de participantes foi de 23 idosos institucionalizados, com idades compreendidas entre os 61 e 93 anos. O principal objetivo deste artigo consiste na apresentação do programa de intervenção, nomeadamente, no que diz respeito à sua fundamentação teórica e pressupostos, estrutura e áreas de intervenção, conteúdo das sessões e respetivos objetivos e estratégias de ação. No final, são ainda apresentados alguns resultados relativos à avaliação do programa de intervenção, inseridos num estudo no âmbito de uma Dissertação de Mestrado em Psicologia Clínica e da Saúde, permitindo concluir que a intervenção surtiu efeitos positivos no grupo de intervenção, quanto às variáveis qualidade de vida, bem-estar psicológico e satisfação com a vida.Publication Open Access O uso das Tecnologias de Comunicação na Educação: resultados de um inquérito na Universidade Portucalense2016-05 - Rocha, Anabela; Reis, Antónia; Ferreira, Catarina; Cardoso, Diana; Fernandes, SandraEste estudo foi realizado no âmbito da unidade curricular de Modelos de Comunicação em Educação, no 1º ano do Mestrado em Ciências da Educação na Universidade Portucalense Infante D. Henrique (UPT), tendo como principal finalidade conhecer as perceções dos alunos da UPT sobre o uso e a importância das tecnologias de comunicação e o seu impacto no processo de ensino e de aprendizagem. Tratou-se de um estudo exploratório de cariz quantitativo. A técnica de recolha de dados utilizada foi o inquérito por questionário. Participaram neste estudo 24 estudantes do 1º e 2º ciclo dos cursos de Psicologia e de Educação Social. Os dados recolhidos revelaram que os alunos consideram as tecnologias fundamentais nos dias de hoje, demonstrando uma atitude positiva quanto ao seu uso. Reconhecem os seus contributos para uma melhor aprendizagem e uma maior motivação nas aulas. A maioria dos alunos é favorável à utilização das tecnologias no contexto educativo, incluindo o uso de dispositivos móveis e jogos no processo de ensino e de aprendizagem.Publication Open Access Graduate employability and competence development in Higher Education: a systematic literature review using PRISMA2020 - Mesquita, Diana; Seabra, Filipa; Ferreira-Oliveira, Ana Teresa; Abelha, Marta; Fernandes, SandraThis paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009–2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates’ competences and employers’ needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education.Publication Open Access Teacher professional development in higher education: The impact of pedagogical training perceived by teachers2023-03-15 - Miguel, Isabel; Fernandes, Sandra; Abelha, Marta; Araújo, Alexandra M.This paper aims to analyze the impact of a pedagogical training program aimed to promote teacher professional development in a higher education institution in Portugal. Based on a mixedmethods approach, the study evaluates the satisfaction of 36 higher education teachers with the pedagogical training program offered and discusses its impact on teachers’ perceptions of teaching practices, conceptions, and professional development. The results from the questionnaires applied to participants, including multiple choice questions and open-ended answers, indicate high satisfaction with the implemented training program. Based on this case study, the authors discuss the implications of findings for teacher professional development and identify key characteristics for the design of successful pedagogical training programs in higher education.