Albuquerque, Ana Sílvia
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Albuquerque
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Ana Sílvia
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Ana Sílvia Albuquerque
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8611-A9D7-96F2
57204141984Research 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 The Centre for Excellence in Teaching (CET) at Portucalense University: goals, strategies and expected outcomes2018-06 - Mesquita, Diana; Morais, Paula; Fernandes, Sandra; Fernandes, Sara M.; Abelha, Marta; Albuquerque, Ana SílviaThis paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff development, provide pedagogic training for teachers, create pedagogical resources and enhance the dissemination of best practices and teaching quality at UPT. The preliminary results of the implementation of the activities developed by the CET reveal a positive participation and involvement of academic staff, according to data collected through an online questionnaire to participants. Teachers showed interest in developing active learning strategies and openness to change their teaching practices. Some examples of the activities implemented by teachers, in the first semester of 2017/2018, are briefly presented in this paper.Publication Open Access A edilidade portuense e o Vinho do Douro.2004 - Albuquerque, Ana SílviaPublication Open Access The role of the special education teacher in building and inclusive school2021-03 - Pinho, I.; Machado, Eusébio André; Albuquerque, Ana Sílvia; Abelha, MartaEnsuring that all students have access to quality education is also recognizing the intrinsic value of diversity and respect for the dignity of the human person [1]. In this sense, concerning the inclusion of students with special educational needs, this is a process often seen as the exclusive responsibility of the Special Education teacher. Assuming the importance of the Special Education Teacher (SE) role in the construction of a school that wants to be inclusive, this article aims to assess: 1 how the SE teacher works in schools; 2 how the work related to Special Education is organized and 3 what is the opinion of teachers about legislation related to Special Education. The methodology adopted in this study took a qualitative approach, using semi-structured interviews as the data collection technique. The study was carried out in seven school groups, involving ten teachers (n = 10) specialized in Special Education. Main results point to the fact that SE teachers identify several constraints to the promotion of a school that intends to be more inclusive, namely, lack of resources, ineligibility to support students with problems such as hyperactivity disorder and attention deficit and lack of connection between SE teachers and regular schoolteachers. In general, a Special Education teacher often has a supportive role only to the student, lacking articulation with regular education teachers so that they develop inclusive practices for all students, given global success.Publication Open Access Competencies of the school director: Perspectives of project coordinators2017-11 - Machado, Eusébio André; Machado, Carolina; Abelha, Marta; Albuquerque, Ana SílviaSchool, as an organization, has been going through deep changes over the past years, concerning managing processes. These changes require new competences, especially from those members who are in leading positions, such as the school director. The publishing of the Law-Decree n. º75/2008 has instituted a management model in public schools centered on the director. We intend to focus on the fundamental relevance of this new manager at schools, since he has to face new and difficult challenges every day. We also want to listen to project coordinators, in order to understand how they feel about these new managing competences, taking into account that the school director is the main character in the school organization and the creator of new dynamics and changes in public schools in Portugal. Facing these issues, we have defined as objectives for the present research: - To analyze the relations between school board and the project coordination; -To identify the competences of the school director most valued by project coordinators; - To analyze the perspectives of the project coordinators over the way the school director can influence the development of projects at school. We have chosen a mixed research methodology, in order to achieve the stated objectives, and used the interview and the questionnaire, as data gathering methods, and statistical analysis, as well as content analysis, as data analysis techniques. Both instruments for collecting data applied to public school teachers who play the role of project coordinators, in the district of Porto. We applied the questionnaire to 50 teachers and the semistructured interview to 4 teachers in the same county. The study results indicate that the project coordinators accept the vital importance of the school director and value his competences of leadership, communication, sharing and flexibility.Publication Open Access Implementação de PBL no curso de Educação Social: resultados de um estudo piloto na Universidade Portucalense2018 - Fernandes, Sara M.; Fernandes, Sandra; Abelha, Marta; Albuquerque, Ana SílviaThis study aims to describe the implementation of a PBL approach in a Social Education Programme at the Portucalense University (UPT) and to analyse student's perceptions about their participation in the project, namely the main advantages and difficulties in regard to the PBL approach implemented in this context. The idea of the project emerged from the participation of the teachers in a training session about Active Learning, which provided the opportunity to development this experience. In 2017/2018, three curricular units of the 2nd year of the programme, namely, "Adult Education", "Education for Health" and "Education Mediation" developed an interdisciplinary project, based on the topic of addictive behaviours and dependencies. Students opinions were collected through a questionnaire, applied at the start and at the end of the project. The results, based on students' perceptions, suggest a positive view of the PBL experience. Student highlight creativity, problem solving skills, oral and written communication skills, project management skills, interpersonal skills and teamwork as the main skills developed during the PBL project.Publication Open Access Filantropia: da relevância dos legados para a obra social das Misericórdias.2012 - Albuquerque, Ana SílviaPublication Open Access A luta pela conquista dos mercados internos de vinho no século XVII: um exemplo ocorrido na Corte.2006 - Albuquerque, Ana SílviaPublication Open Access Administração Municipal do Porto no século XVIII.2000 - Albuquerque, Ana SílviaPublication Open Access A Barra do Douro no século XVIII.2012 - Albuquerque, Ana SílviaPublication Open Access Curricular and pedagogic innovation in a Social Education programme: findings from the implementation of PBL2020 - Sousa, Edgar; Fernandes, Sandra; Albuquerque, Ana Sílvia; Abelha, MartaThis paper describes the results from the implementation of PBL experiences in the Social Education degree programme at Portucalense University, Portugal. It aims to discuss the curricular and pedagogical changes implemented in the past three years, in this programme. In total, five PBL experiences will be reported in this study: three editions were carried out with second year students and two editions with first year students, since the academic year of 2017/2018 to 2019/2020. The objective of this study is to report findings concerning the main curricular and pedagogic innovations implemented as a result of the shift to the PBL approach, such as the teaching strategies, assessment methods, learning outcomes, student competences, partnerships with community, amongst others. Student's and Teacher's opinions have been collected at the end of each PBL edition, through questionnaires and individual narratives. Until the present, ten different curricular units have participated in the PBL projects, involving about forty students and five teachers in the five PBL editions mentioned. The results, in general, suggest a positive view of the PBL experiences and the role of the project to enhance student centred teaching and learning. Teachers showed interest in developing active learning strategies and openness to change / rethink their teaching practices. Creativity, oral and written communication, problem solving, project management, interpersonal and teamwork skills were key competencies highlighted by students as a result of the PBL project. This also resulted in greater student autonomy and the development of an active role by students, characteristics which are in accordance with the main guidelines of European Standards and Guidelines for Quality in Higher Education.