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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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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A mostrar 1 - 10 de 33
  • PublicaçãoAcesso Restrito
    Integration of Sustainable Development Goals (SDG) in the curriculum: Findings based on the analysis of higher education programmes
    2023-07 - Barros, Elisabete; Morais, Paula; Fernandes, Sandra; Araújo, Alexandra M.; Albuquerque, Ana Sílvia
    Higher education institutions play a vital role in achieving Sustainable Development Goals (SDGs). Therefore, the integration of SDGs in higher education curriculum and pedagogic practices is essential to ensure that students are equipped with the knowledge, skills, and values needed to address complex social and environmental challenges and promote sustainable development in their personal and professional lives. This study aims to investigate the extent to which higher education programmes integrate SDGs into their curricula. The research was conducted in a private higher education institution located in the north of Portugal. In this context, faculty training was developed as an institutional strategy to facilitate the incorporation of SDGs in higher education policies and practices. The study was based on a mixed-methods approach, including content analysis and semi-structured interviews. The content analysis was performed on the course outlines of selected graduate programmes from three different fields of study: business, engineering, and social sciences. To complement the content analysis, semi-structured interviews were conducted with faculty members responsible for curriculum design in the selected programmes. The preliminary results show that there is a growing trend in the integration of SDGs in the curriculum, especially in courses from the social sciences field. This integration is mainly focused on awareness-raising rather than action-oriented learning. The interviews, to be carried out in the second phase of the study, will allow to identify the main barriers and challenges to effective integration. The study also highlights the need for greater faculty support to effectively integrate the SDGs into the curriculum. The research contributes to the literature on SDGs integration in higher education and provides insights for policymakers, curriculum designers, and faculty members to better address the challenges and opportunities in sustainability education and the importance of educating students on sustainability issues.
  • PublicaçãoAcesso Aberto
    Património rural integrado no espaço urbano do Porto.
    2008 - Albuquerque, Ana Sílvia
  • PublicaçãoAcesso Aberto
  • PublicaçãoAcesso Aberto
    Administração Municipal do Porto no século XVIII.
    2000 - Albuquerque, Ana Sílvia
  • PublicaçãoAcesso Aberto
    In-service teacher training and professional context: how to respond to training needs?
    2019-11 - Lopes, Carlos; Machado, Eusébio André; Martins, Idalina; Abelha, Marta; Albuquerque, Ana Sílvia
    Teachers' training has a long tradition in Portugal, since the creation of the Normal Schools until the publication of the Basic Education Law, which received a broad consensus in Portuguese society [1], namely in Article 35. In the context of in-service teacher training, some changes took place, being relevant what occurred with Decree-Law no. 127/2015 [2], for the present work, which establishes the Legal Regime of Schools Association Training Centers (SATC), within which the Training and Monitoring Section (TMS) was created. With the publication of [2], namely in articles 11 and 12, which defines the SATC direction and management structures, the TMS assumes an essential role in the coordination, pedagogical supervision and follow-up of the training plan and activities of the SATC. Reflecting this structure, the training plans of each of the associated schools, represented by the school grouping head for the training plan. According to Barroso and Canário [3], SATC plays a fundamental role in the contextualization of inservice teacher training, constituting a "school-centred" training mechanism and assuming as relevant the teaching establishment as a founder of needs and professional contexts as a privileged field of professional development. In this research, we aim to understand the role of TMS and its contributions to the development of educational projects of the school grouping and the monitoring of training plans. Thus, we opted by a quantitative approach, supported by a questionnaire survey (n = 170), structured in a set of open and closed questions in google forms, sent to the elements of the monitoring and evaluation section, for further statistical treatment with SPSS and content analysis.
  • PublicaçãoAcesso Aberto
    A Barra do Douro no século XVIII.
    2012 - Albuquerque, Ana Sílvia
  • PublicaçãoAcesso Aberto
    Curricular and pedagogic innovation in a Social Education programme: findings from the implementation of PBL
    2020 - Sousa, Edgar; Fernandes, Sandra; Albuquerque, Ana Sílvia; Abelha, Marta
    This 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.
  • PublicaçãoAcesso Aberto
    O papel da(s) lideranças(s) académica(s) no desenvolvimento de práticas pedagógicas promotoras de responsabilidade social: Um estudo de caso numa instituição de ensino superior
    2023-12-30 - Pereira, Adelaide; Albuquerque, Ana Sílvia; Fernandes, Sandra
    O presente artigo é parte de uma investigação de Mestrado em Administração e Gestão da Educação, cujo tema é a promoção da Responsabilidade Social (RS) no Ensino Superior (ES) impulsionada pelas lideranças académicas através das suas práticas e estratégias pedagógicas. Pretende analisar o papel das lideranças académicas no desenvolvimento de práticas pedagógicas promotoras de responsabilidade social numa instituição privada de ensino superior. É um trabalho qualitativo que através do estudo de caso procura, também, conhecer as metodologias pedagógicas que fomentam competências em RS nos alunos em prol de uma sociedade mais preparada e solidária. Focamos este estudo no contributo das lideranças académicas por serem essenciais na promoção de práticas pedagógicas de ensino/aprendizagem alinhadas com a RS das Instituições de Ensino Superior (IES). Os participantes são docentes que simultaneamente desempenham cargos de liderança intermédia numa IES do Norte de Portugal. Elegemos a entrevista semiestruturada como a técnica de recolha de dados mais adequada à problemática em estudo e a análise de conteúdo como método de tratamento de dados. As lideranças entrevistadas referem o desenvolvimento de ações e projetos concretos de formação integral que promovem nos alunos uma cidadania ativa, onde o debate e a reflexão contribui para o processo de aprendizagem e melhoria contínua. Conclui-se da importância da promoção de competências de RS dos alunos através de projetos interdisciplinares (e.g., PBL, ApS) nos diversos cursos de ES, contribuindo para a sua valorização e melhoria contínua, beneficiando os alunos, os docentes e as comunidades que usufruem do serviço.