Research Supervision Seminar in English Teaching in the 3rd cycle of Elementary School and in Secondary School


a) Demonstrate the ability to research and read relevant literature.
b) Demonstrate the ability of relating and articulating concepts and readings with one’s 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 one’s 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.

General characterization





Responsible teacher

Rima Jay Prakash


Weekly - Available soon

Total - 140

Teaching language



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.

Teaching method

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 report's chapter.

Evaluation method

Continuous assessment based on practical tasks, tutorials and self-guided learning (30%), riting 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%)

Subject matter

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