Research Supervision Seminar - 1st semester
a) Demonstrate the ability to research and read relevant literature.
b) Demonstrate the ability of relating and articulating concepts and readings with ones educational experience.
c) Demonstrate critical analysis skills.
d) Display learning and openness to change through a process of reflective thinking.
e) Contribute ethically to the creation of a responsible working atmosphere within ones group.
f) Master the global organisation of the text displaying coherence.
g) Write in appropriate scholarly style, respecting quotation and bibliographic referencing norms.
h) Write with objectivity, concision and fluency, correctly applying gramar and spelling rules.
Ana Gonçalves Matos, Rima Prakash
Weekly - 1
Total - Available soon
Ceia, C. (2012). Normas para Apresentação de Trabalhos Científicos, 9ª ed. Lisboa: Editorial Presença.
Estrela, A. (2001), Investigação em Educação: Métodos e Técnicas, Lisboa: Educa.
Fabb, N. and Durant, A. (2005). How to Write Essays and Dissertations. 2nd ed.
Harlow: Pearson Education.
e-TEALS: an e-journal of Teacher Education and Applied Language Studies. Porto : Universidade do Porto.
Faculdade de Letras. Centre for English, Translation and Anglo-Portuguese Studies (CETAPS).
Lamas, E. (coord.) (2001). Dicionário de Metalinguagens da Didáctica. Porto: Porto Editora.
McNiff, Jean. (2002). Action Research: Principles and Practice. London: Routledge.
Presentation and discussion of research questions and issues in foreign language education. Analysis of
action research projects and study cases; critical and reflective analysis of the individual research project and
of foreign language teaching and learning practice.
Individual and small group tutoring sessions to support the organisation and writing of the reports chapter.
Continuous assessment based on practical tasks, tutorials and self-guided learning (30%). Writing a theoretically
sustained chapter of the final report analysing critically teaching and learning processes in articulation with
theoretical assumptions and research/teaching practice outcomes (70%).
A minimum of 70% of sessions attendance is required.
a) The pertinence of the teacher-researcher concept.
b) Educational research methodologies.
c) Research in foreign language education.
d) Research questions and objectives.
e) Data collection and analysis; presentation and discussion of results.
f) Searching, synthesizing, summarizing and critiquing literatures.
g) Textual organization and planning.
h) Assessment of educational research.
Programs where the course is taught: